Resource integration, as it relates to value creation, has recently been a key aspect of the discussions about service-dominant (S-D) logic. However, the majority of research pays relatively little explicit attention to the process of theorizing and the epistomological and ontological assumptions upon which the theorizing process is based. This article addresses these issues. The processes that relate to theorizing and developing strong theory are discussed. We then examine how to conceptualize ‘resources’ and ‘resource integration’ following differing ontological and epistemological assumptions that guide the theorizing process. Research recommendations to help navigate through the finer details underlying the theorizing process and to advance a general theory of resource integration are developed.

It is currently popular to study management accounting (MA) from an institutionalist perspective. Such a perspective is premised on that ‘institutions matter’; so that notions of social structure, agency and linkages in between them thus become central. While readings of the institutionally oriented MA-literature reveals interesting and insightful contributions about MA, they also unearth concerns regarding diversity and fragmentation in conceptualization and modelling. Therefore, the purpose of this licentiate thesis is to identify, classify and synthesize how ‘institutions matter’ in extant MA research and, based on this, suggest avenues for future research. To do so, this licentiate thesis entails a review of 34 empirical institutionally oriented MA studies. The findings entail ‘answers’ to 4 particular review questions regarding current (1) Conceptualizations of MA, (2) Overall explanatory models of agency, (3) Social roles of MA and, (4) Sources of MA practice – questions which are all derived from what I refer to as ‘A Basic Model of institutional theorizing (ABM)’. Overall, this review provides maps which are previously not pursued for this literature for the areas of each respective review question. Within such broader achievements, it identifies five ontological approaches to a relationship between social structure and agency instead of the established three. It also adds four social roles of MA previously not discussed for this literature. Finally, it suggests a uniform set of ‘sources of MA practice’ unlike the current literature that typically separates sources of continuity, change, homogeneity or heterogeneity respectively. The thesis concludes with a discussion of key findings and contributions, based on which a number of avenues for future institutionalist conceptualization and modelling of MA are suggested.

This thesis is structured as a feminist creative endeavour, a practice of self-love that aims at exploring (my) depression as a cultural and social phenomenon caused mainly by an inability to correctly embody swedishness, a constant haunting of a colonial and Colombian past, and the affective dimensions of language. This text is based on autoethnographic material about the experiences of being a Colombian-born migrant in Sweden and uses mainly affect theory and decolonial theory to make sense of these experiences. The thesis showcases my temporal relation to both swedishness and colombianness and how that dimension influences the (re)production of my self, and the consequent “negative feelings” linked to depression I experience. Furthermore, as a creative endeavour following the tradition of WOC feminist writers, this thesis highlights how writing and theorizing can lead to healing.

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<p>The study outlines five areas of intervention in the development of women&rsquo / s studies and politics on the continent. Firstly, it examines the problematic construction and the inclusion of women in the narratives of the liberation struggle in South Africa. Secondly, the study identifies the sphere of intellectual debates as one of the crucial sites in the production of historical knowledge about the legacies of liberation struggles on the continent. Thirdly, it traces the intellectual trajectory of Charlotte Maxeke as an embodiment of the intellectual contributions of women in the struggle for liberation in South Africa. In this regard, the study traces Charlotte Maxeke as she deliberated and engaged on matters pertaining to the welfare of the Africans alongside the prominent intellectuals of the twentieth century. Fourthly, the study inaugurates a theoretical departure from the documentary trends that define contemporary studies on women and liberation movements on the continent. Fifthly, the study examines the incorporation of Maxeke&rsquo / s legacy of active intellectual engagement as an integral part of gender politics in the activities of the Women&rsquo / s Section of the African National Congress. In the areas identified, the study engages with the significance of the intellectual inputs of Charlotte Maxeke in South African history.</p>

<p>The study outlines five areas of intervention in the development of women&rsquo / s studies and politics on the continent. Firstly, it examines the problematic construction and the inclusion of women in the narratives of the liberation struggle in South Africa. Secondly, the study identifies the sphere of intellectual debates as one of the crucial sites in the production of historical knowledge about the legacies of liberation struggles on the continent. Thirdly, it traces the intellectual trajectory of Charlotte Maxeke as an embodiment of the intellectual contributions of women in the struggle for liberation in South Africa. In this regard, the study traces Charlotte Maxeke as she deliberated and engaged on matters pertaining to the welfare of the Africans alongside the prominent intellectuals of the twentieth century. Fourthly, the study inaugurates a theoretical departure from the documentary trends that define contemporary studies on women and liberation movements on the continent. Fifthly, the study examines the incorporation of Maxeke&rsquo / s legacy of active intellectual engagement as an integral part of gender politics in the activities of the Women&rsquo / s Section of the African National Congress. In the areas identified, the study engages with the significance of the intellectual inputs of Charlotte Maxeke in South African history.</p>

Ce mémoire de maitrise constitue une proposition théorique dans le cadre de laquelle je propose une conceptualisation de la construction sociale du trouble déficitaire de l’attention (TDAH) et son traitement par médication psychostimulante, en s’intéressant au processus diagnostique et aux interactions qu’il implique entre les membres de l’écologie scolaire (enseignants, professionnels, élèves, parents, gestionnaires, formateurs), mais aussi entre ces derniers et ceux du domaine médical (médecin généraliste, pédopsychiatre ou psychiatre, pédiatre, psychologue, neurologue). En brossant un portrait exhaustif des connaissances sociales et scientifiques sur ce qu’on nomme communément le TDAH, je présente comment il y a eu redéfinition sociale d’un trouble scolaire en trouble médical, c’est-à-dire comment il y a eu une médicalisation des difficultés scolaires. Cette médicalisation ayant socialement cheminé vers une pharmaceuticalisation de cette non-conformité aux normes scolaires, alors que le traitement par médication psychostimulante est devenu une solution de plus en plus légitime pour plusieurs élèves d’ordre primaire au cours des dernières décennies. Cependant, même si mémoire ne vise pas à nier l’existence d’un tel trouble neurologique, de nombreux facteurs permettent d’observer que des processus sociaux peuvent influencer les taux diagnostiques et les taux de traitement par médication, alors qu’il y a raisons de croire que le Québec est en situation de surdiagnostics et de surprescriptions, principalement chez la population des élèves d’ordre primaire. Suivant cette perspective, ce mémoire propose une conceptualisation sociologique inédite qui pourrait permettre de mieux comprendre comment ces deux phénomènes sont le résultat d’une construction sociale par des processus sociaux. Une conceptualisation qui propose autant d’aborder et d’analyser le TDAH d’un point de vue macrosocial que d’un point de vue microsocial. / This master's thesis constitutes a theoretical proposal in which I propose a conceptualization to understand the social construction of ADHD and its treatment with psychostimulant medication, focusing on the diagnostic process and the interactions it involves between members of the school ecology (teachers, professionals, students, parents, managers, trainers), but also between those and those of the medical field (general practitioner, child psychiatrist or psychiatrist, pediatrician, psychologist, neurologist). By providing a comprehensive picture of social and scientific knowledge of what is commonly referred to as ADHD, I present how a school disorder has been socially redefined in a medical disorder, i.e. how academic difficulties have been medicalized. This medicalization has made a social path to pharmaceuticalizing this non-compliance with school standards, while psychostimulant medication treatment has become an increasingly legitimate solution for many primary students in recent decades. However, while memory is not intended to deny the existence of such a neurological disorder, there are many factors that can be observed by social processes that can influence diagnostic rates and rates of medication treatment, while there is reason to believe that Quebec is in a situation of overdiagnosis and overprescription, mainly among the primary student population. From this perspective, this dissertation proposes a new sociological conceptualization that could allow us to better understand how these two phenomena are the result of social construction from social processes. A conceptualization that proposes as much to address and analyze ADHD from a macrosocial point of view as from a microsocial point of view.

Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues.

Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues.

Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues.