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Hill, Barbara Ann, and mikewood@deakin edu au. "The identity and autonomy of the indigenous community within Christianity." Deakin University. School of History, Heritage and Society, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060817.094156.
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Huang, Jing, and 黃景. "Autonomy, agency and identity in foreign language learning and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41757981.
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Huang, Jing. "Autonomy, agency and identity in foreign language learning and teaching." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.
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Hague, Ros. "Conceptualising identity for ourselves : political and feminist theories of autonomy." Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/30698.
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There has been much academic work on autonomy and on identity in both political theory and feminist theory. Although this work provides valuable insights, there is arguably less theory that considers both. In part, this is the result of the predominance of a particular liberal position on autonomy depicting an isolated individual. Both communitarians and feminists seek to correct this and argue for a different view of autonomy that takes into account the situated self, but there is little discussion of the identity of this self. Also, feminist theory on identity has mostly been concerned with exposing the extent to which identity is tainted by power and by patriarchy. Inevitably there is little discussion of autonomy. These theorists seek to show the lengths to which autonomy, as a means of liberation, is an illusion. However, this thesis seeks to pursue a different approach. It combines some of the issues raised by feminist theory and contemporary political theory around questions of identity and autonomy with the application of the history of political thought to these questions. The concept of autonomy and identity constructed here hopes to go some way to avoiding the imposition of rigid identities and instead suggests that identity is better understood as changing, multiple, but also something we need to take control of ourselves. In order to support this version of identity there needs to be a concept of autonomy which denotes self-direction to control our identity. As well as control this thesis puts forward a notion of autonomy as a process which means that we have degrees of autonomy, it uses the notion of recognition, it considers the impact of a 'masculine' approach to autonomy and it emphasises autonomy as dynamic.
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Moyle, Sally. "Identity crisis within the role of the emergency nurse practitioner? : an exploration of autonomy and identity." Thesis, University of the West of England, Bristol, 2018. http://eprints.uwe.ac.uk/32454/.
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Aims: Whilst the Emergency Nurse Practitioner (ENP) role is now well established within urgent care settings in the UK, it has evolved in an ad hoc manner with a range of titles and scope of practice. This study explored the concepts and perceptions around issues of professional identity and autonomy within the role, and identified the factors that contribute (positively or negatively) to a sense of professional identity. The introduction of the national Advanced Clinical Practitioner (ACP) framework is explored in relation to supporting career development and identity. Methods: A qualitative approach was adopted to explore in depth attitudes and perceptions of professional identity amongst a group of ENPs from two different settings; a nurse-led unit and a multi professional Emergency Department. A case study methodology was chosen, and data was collected using focus groups and semi-structured interviews. The data was analysed using the Braun and Clarke (2013) thematic analysis method. Results: The study identified several key factors that influenced the ENPs’ sense of professional identity. These fit broadly into three categories: career structure; education; the role. Participants reported high levels of pride and self-confidence related to the delivery of high quality care and their clinical expertise, and gained job satisfaction from the autonomous nature of the role. Participants also reported feelings of uncertainty, and were less confident in other areas such as relationships with other nurses, the public perception of the role, education and career structure. Discussion: Participants in this study described moving away from their traditional nursing practice and expressed that they felt different to other nurses, although they were clear that they were not a doctor substitute. The work of Bhabha (1994) explores the concept of the ‘third space’, whereby two different cultural systems come into contact and those operating within this space combine elements of both to create something new. This thesis applies this concept to the findings of the study, and suggests that ENPs have adopted a hybrid role that is operating within a ‘third (or hybrid) space’, where new identity is formed. Conclusion: ENPs play an important role within the urgent care setting, and professional identity is an important facet of the role as it relates to autonomy and job satisfaction. This in turn impacts on organisational loyalty and retention. The development of a standardised national framework for the development of the ACP is a welcome development, but will require support from educationalists, employers and commissioners to ensure that all four pillars of advanced practice are developed to ensure the success of the role is fully maximised for both practitioner and employer.
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Mattiace, Shannan L. "Peasant and indian : political identity and indian autonomy in Chiapas, Mexico, 1970-1996 /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Fernandes, Thomas Dreux Miranda. "Diplomacia militar - Antônio Francisco Azeredo da Silveira: autonomia e interferências, o Itamaraty e o regime militar 1974-1979." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8161/tde-10032017-142914/.
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O tema proposto para estudo é investigar, delimitar e compreender os graus de autonomia e interferência existentes dentro do Itamaraty durante o regime militar brasileiro. O objeto central da análise é, para tanto, a vida, carreira e atuação do ex-membro do corpo diplomático brasileiro, Antônio Francisco Azeredo da Silveira, Ministro das Relações Exteriores durante o governo de Ernesto Geisel, entre 1974-1979. As fontes utilizadas são basicamente o arquivo pessoal do diplomata disponibilizado e digitalizado pelo CPDOC/FGV além de documentação oficial da Comissão Nacional da Verdade disponível online, também são consultados periódicos. A base teórica parte de David do Nascimento Batista que aponta como Habitus Diplomático sendo capaz de indicar a reformulação de práticas pela qual o Itamaraty passou durante o regime militar, entretanto, sem encerrar a discussão sobre autonomia e identidade nacional dentro do Ministério das Relações Exteriores, a pesquisa procura ajudar a preencher uma lacuna na historiografia brasileira no que diz respeito a atuação diplomática brasileira durante o regime militar.The subject proposed for study in this research is to investigate, delimitate and understand the different levels of autonomy and interference that existed inside the Itamaraty during the brazilian dictatorship. The main object of analysis is the life, career and performance of an ex-member of the brazilian diplomacy, Antônio Azeredo da Silveira, Foreign Relations Minister during the administration of Ernesto Geisel, in the years of 1974-1979. The sources used in this investigation are basically the Personal Archive of the diplomat, avaiable and digitalized at CPDOC/FGV. Besides that, are also used offical documents of the Comissão Nacional da Verdade avaiable online, were consulted as well some periodics and secundary sources. The theorical basis have as fundamental mark what David do Nascimento Batista points out as Habitus Diplomático being capable of indicate an reformulation of practices wich Itamaraty had been through during the dictatorship, nevertheless, do not put an end in the discussion about autonomy and national identity. This research intends to help to fullfill an important blank in the brazilian historiography about the performance of the brazilian diplomacy during the dictatorship.
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Algander, Per. "Harm, Benefit, and Non-Identity." Doctoral thesis, Uppsala universitet, Avdelningen för praktisk filosofi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-206059.
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This thesis in an invistigation into the concept of "harm" and its moral relevance. A common view is that an analysis of harm should include a counterfactual condition: an act harms a person iff it makes that person worse off. A common objection to the moral relevance of harm, thus understood, is the non-identity problem. This thesis criticises the counterfactual condition, argues for an alternative analysis and that harm plays two important normative roles. The main ground for rejecting the counterfactual condition is that it has unacceptable consequences in cases of overdetermination and pre-emption. Several modifications to the condition are considered but all fail to solve this problem. According to the alternative analysis to do harm is to perform an act which (1) is responsible for the obtaining of a state of affairs which (2) makes a person’s life go worse. It is argued that (1) should be understood in terms of counterfactual dependence. This claim is defended against counterexamples based on redundant causation. An analysis of (2) is also provided using the notion of a well-being function. It is argued that by introducing this notion it is possible to analyse contributive value without making use of counterfactual comparisons and to solve the non-identity problem. Regarding the normative importance of harm, a popular intuition is that there is an asymmetry in our obligations to future people: that a person would have a life worth living were she to exist is not a reason in favour of creating that person while that a person would have a life not worth living is a reason against creating that person. It is argued that the asymmetry can be classified as a moral option grounded in autonomy. Central to this defence is the suggestion that harm is relevant to understanding autonomy. Autonomy involves partly the freedom to pursue one’s own aims as long as one does no harm.
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Burgess, Melissa Faye. ""You Can't Put People In One Category Without Any Shades of Gray:" A Study of Native American, Black, Asian, Latino/a and White Multiracial Identity." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/32728.
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This study seeks to explore variations in the development of racial identities for multiracial Virginians in the 21st century by focusing on the roles that physical appearance, group associations and social networks, family and region play in the process. Simultaneously, this study seeks to explore the presence of autonomy in the racial identity development process. Using Michael Omi and Howard Winantâ s racial formation theory as the framework, I argue that
a racial project termed biracialism, defined as the increase in the levels of autonomy in self identification, holds the potential to contribute to transformations in racial understandings in U.S.
society by opposing imposed racial categorization. Through the process of conducting and analyzing semistructured interviews with mixed-race Virginia Tech students I conclude that
variations do exist in the identities they develop and that the process of identity development is significantly affected by the factors of physical appearance, group associations and social
networks, family and region. Furthermore, I find that while some individuals display racial autonomy, others find themselves negotiating between their self-images and societyâ s
perceptions or do not display it at all. In addition to these conclusions, the issues of acknowledging racism, the prevalence of whiteness, assimilation and socialization also emerged
as contributors to the identity development process for the multiracial population.Master of Science
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Marques, Francine de Fátima da Cunha. "Autonomia docente: trajetórias e desafios na implementação de um projeto interdisciplinar." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/97/97138/tde-06072016-154549/.
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As exigências atuais em relação ao professor se estabelecem em torno de sua capacidade e sensibilidade de construir, planejar e gerir um currículo capaz de formar um cidadão em condições de, além de tomar atitudes socialmente responsáveis, também consiga produzir mudanças em busca de soluções para problemas que enfrentam em seu cotidiano. Espera-se, portanto, que o professor desenvolva, planeje e elabore projetos educacionais. No entanto, as pesquisas mostram que a maioria dos professores nem sempre está em condições de implementar, executar e gerir tais projetos e, de forma geral, reproduz o ensino que teve nas experiências que vivenciou enquanto aluno. Em nossa pesquisa, buscaremos investigar a trajetória percorrida por dois professores de Física, participantes de um grupo de professores que buscaram pôr em prática um projeto de caráter interdisciplinar, visando compreender como o resgate da dimensão intelectual docente pode ou não contribuir para o desenvolvimento da autonomia profissional do professor de Ciências. Nossa pesquisa parte da hipótese de que muitas das dificuldades enfrentadas pelos professores relacionam-se com a identidade docente de cada professor, bem como suas concepções acerca do exercício de sua autonomia profissional. Assim sendo, escolhemos adotar a modalidade de pesquisa qualitativa denominada estudo de caso, por estarmos mais interessados na identificação de aspectos próprios da realidade docente e do âmbito escolar que interferem decisivamente na maneira como o ensino é praticado, para, assim, analisar como os aspectos intrapessoais, interpessoais e institucionais dos professores interferiram na execução do projeto; caracterizar a autonomia dos docentes de física e analisar se a mesma se desenvolveu ao longo da trajetória do resgate intelectual do ofício de professor. Portanto, na metodologia de coleta de dados, a pesquisa se constituirá de três fases: o planejamento, a tomada de decisão e a análise que os professores fazem das medidas pedagógicas adotadas. Para análise, utilizaremos os referenciais que estudam a autonomia docente relacionando-a com a identidade profissional do professor, fixando nossas atenções, principalmente, nos processos reflexivos a partir do estabelecimento do quádruplo diálogo e do desenvolvimento da alteridade.The current demands on the teacher are established around their ability and sensitivity to build, plan and manage a curriculum capable of forming a citizen in a position, in addition to taking socially responsible attitudes, can also produce changes in search of solutions to problems they face in their daily lives. It is expected, therefore, that the teacher develop, plan and develop educational projects. However, research shows that most teachers are not always able to deploy, run and manage such projects and, generally, reproduce education who had the experiences they experienced as students. In our research, we will seek to investigate the career trajectory by two professors of physics, members of a group of teachers who, in a work of action research, sought to implement an interdisciplinary project in order to understand how the rescue of teaching intellectual dimension can or not contribute to the development of professional autonomy of science teacher. Our research starts from the hypothesis that many of the difficulties faced by teachers are related to the teaching identity of each teacher and their conceptions of the exercise of their professional autonomy. Therefore, we chose to adopt the method of qualitative research called case study, because we are more interested in identifying specific aspects of the teaching reality and the school environment that interfere decisively in the way teaching is practiced, to thus analyze how aspects intrapersonal, interpersonal and institutional interfered of teachers in project implementation; characterize the autonomy of physics teachers and consider whether it developed along the path of intellectual rescue Teacher craft. Therefore, data collection methodology, the research will consist of three phases: planning, decision making and analysis that teachers do pedagogical measures adopted. For analysis, we will use the benchmarks studying teaching autonomy relating it to the professional identity of the teacher, fixing our attention mainly on the reflective processes from establishment of the quad dialogue and the development of otherness.
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Gautier, Robert. "Esquisse d'une théorie de l'identité libérale." Thesis, Montpellier 3, 2016. http://www.theses.fr/2016MON30079/document.
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Nous avons d'abord mené une étude de Théorie de la justice et des autres œuvres de John Rawls (Libéralisme politique, Justice et démocratie, Collected Papers, etc.) qui nous offrent un tableau d'une démocratie représentative contemporaine idéale construite sur une version originale du contrat social, un contrat visant le Juste (le Bien laissé à la discrétion de chacun). Cette étude nous permet de dégager les caractéristiques de ce qui définit l'individu libéral (« libéral » au sens de l’usage américain du mot) tel qu'il doit être représenté pour être un contractant plausible à la recherche de ce que sera la justice lorsqu'il aura déterminé les principes fondamentaux de la société. L'identité, libérale, du partenaire de la délibération contractuelle qui concerne les principes constitue le fond de l'identité personnelle de l'individu contemporain, du moins dans la représentation qu'il a de de son identité. Nous avons confronté, dans le cadre de notre perspective, l'identité personnelle induite par le choix d'une thèse contractuelle destinée à la critique de la société démocratique historique telle qu'elle se présente, avec les thèses de M. Sandel et C. Taylor en particulier. Ces derniers critiquent non seulement cette thèse contractuelle rawlsienne, mais surtout, pour nous, l'image qu'elle nous permet d'élaborer de l'identité personnelle comme libérale. L'individu libéral, parce qu'il se représente d'abord et fondamentalement libre, s'attache à des droits (et leurs conditions d'exercice) qu'il se confère et ne s'intéresse que secondairement au Bien. C'est précisément cette auto-représentation du soi qui est rejetée car, par exemple, ce n'est plus le bien visé par l'agent qui est digne de respect, mais l'agent lui-même parce qu'il l'a choisie. Ainsi, la société n'aurait pas à considérer les effets de son choix. Dans notre Esquisse d'une théorie de l'identité libérale, nous nous demandons si elle résiste à ses critiques et, in fine, en quoi consiste la liberté dont le soi libéral pense qu'elle fonde son existenceWe have first led a study of A Theory of Justice and other works by John Rawls (Political Liberalism, Justice et démocratie, Collected Papers, etc.)which offers us a picture of a representative contemporary ideal democracy built on an original version of social contract, a contract aiming at the Just (the Good being left to each individual's discretion). This study gives us the opportunity to release the defining caracteristics of the liberal individual ("liberal" taken in the american use of the word)such as he has to be represented in order to be a plausible contractor in search what is justice going to be once he will have determined the fundamental principles of society. The partner's liberal identity, as he is contracting and deliberating on the principles,establishes the foudation of the contemporary individual's personal identity , at least in the way he represents his identity. We confronted, within the framework of our prospect,the led personal identity by the choice of a contractual theses aimed at a critic of a democratic historical society as it stands, with theses by M. Sandel and C. Taylor, especially. They do not only criticise Rawls' contractual theses, but above all, for us, the image it allows us to built of personal identity as liberal. The liberal individual, because he represents himself first and fundamentally free, links himself to rights (and their conditions of exercise)which he gives himself, and is only secondarily interested by the Good.It is precisely this auto-representation of the self which is rejected, because, e.g., it is not anymore the agent's good aimed at that is worthy of respect but the agent himself becaus he chose it. So, society should not consider the effects of his choice. In our An Outline of a Theory of Liberal Identity, we ask ourselves if it can resist these critics and, in fine, of what liberty, as the liberal self thinks it establishes his life, consists
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Davis, Elizabeth M. "Common Characteristics of Young People Who Text: The Connection to Autonomy, Identity and Self-Esteem." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/596.
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This study examined the relationship between adolescents' use of texting and their level of identity development, cognitive autonomy, and self-esteem. One hundred and nineteen Utah State University students participated in this study by filling out a questionnaire that included a section designed specifically to learn the texting habits of the participants, and also included sections derived from previously existing measures on identity, autonomy, and self-esteem. The results show statistical significance of age and texting. Participants who were 23 years+ sent significantly less than those participants who were 19-22 years. Areas of gender, identity, and self-esteem were also analyzed. Implications of these findings for future research were also discussed.
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Brandley, Celestial Starr. "The Effect of an Educational Intervention on Adolescent Cognitive Autonomy, Identity, Hope, and Educational Aspirations." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/46.
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This thesis summarizes a study conducted to explore the effect of an educational intervention on cognitive autonomy, identity, hope, and educational aspirations. The primary goal of this study was to investigate (1) the impact of awareness and readiness educational intervention on low-income adolescents’ cognitive autonomy, identity, hope, and educational intentions, and (2) how the low-income adolescents receiving the awareness readiness educational intervention compared to adolescents who did not receive the intervention. The Cognitive Autonomy and Self-Evaluation (CASE) inventory, the Modified Extended Version of the Object Measure of Ego Identity Status (EOMEIS), The Children’s Hope Scale, and a self-report of educational aspirations were used to measure the four variables in this study. Subjects included 38 adolescents, ages 13 to 17, from lower socioeconomic status (SES), located in the two different school districts who participate in the GEAR UP intervention, and a comparison sample included 47 adolescents, ages 14 to 17, from various classes at a local high school. Findings reveal that changes from time 1 to time 2 (four months) for adolescents participating in the educational intervention were not significant in three of the four areas. The educational aspirations results were statistically significant. The adolescents in the educational intervention group and from the comparison sample found to be similar on all measures, thus establishing a form or social validation. Results may be contingent on the type of sample obtained and testing procedures. The results of this study indicate there may need to be further research in this area.
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Oliveira, Gerson Alves de [UNESP]. "Pegos a laço: identidade, deslocamento e luta pela terra no quilombo de Cocalim." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/154833.
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Esta tese tem como objetivo analisar o processo de reconhecimento de uma identidade étnica quilombola na Comunidade de Remanescentes Quilombolas de Cocalim, no norte do estado do Tocantins. Deseja-se compreender o processo de incorporação de uma identidade e as respostas dos moradores frente ao projeto étnico institucional, mobilizadas a partir de uma organização social específica, cuja origem remete a um campesinato negro. A hipótese consiste em relacionar a forma como o grupo interpretou o quilombo histórico com sua organização social, marcada pela mobilização e pelo deslocamento, enquanto categorias sociais que fundamentam uma coletividade. Isto é, pretende-se investigar como as respostas, tanto dos agentes quanto do grupo, podem revelar uma memória fundamentada na trajetória de um grupo social histórica e politicamente marginalizado. Nesse sentido, a identidade será vista como parte de um sentimento de pertencimento, cuja lógica encontra no território um lugar que dá sentido à vida, um espaço onde é construída uma visão de mundo, manifestada nas respostas do grupo. A ideia é pensar o processo de incorporação da identidade quilombola, vinculada à luta por direitos, bem como pela tentativa de reafirmação de um sentimento de coesão, manifesto num conjunto de ações reveladoras de uma organização social coletiva.
This thesis aims to analyze the process of recognition of a quilombola ethnic identity in the Quilombola Remaining Community of Cocalim, in the northern state of Tocantins. We want to understand the process of incorporating an identity and the residents’ responses to the ethnic institutional project, mobilized from a specific social organization whose origin refers to a black peasantry. The hypothesis is to relate the way the group interpreted the historical quilombo with its social organization, marked by mobilization and displacement, as social categories that ground a collectivity. That is, we intend to investigate how the responses of both agents and group can reveal a memory based on the trajectory of a historically and politically marginalized social group. In this sense, identity will be seen as part of a sense of belonging, whose logic finds in the territory a place that gives meaning to life, a space where a world view is built, manifested in the group’s responses. The idea is to think about the process of incorporating the quilombola identity, linked to the struggle for rights, as well as for the attempt to reaffirm a sense of cohesion, manifested in a set of actions that reveal a collective social organization.
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Rozynek, Michal Pawel. "Nationhood in the global era : an inquiry into contemporary political self." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6315.
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Debates on nationalism highlight loyalty and solidarity as the main benefits of a shared national identity, at the same time contrasting nationhood with universalist models of political action. This interdisciplinary thesis attempts to show nationalism as part of a broader project of modernity. In doing so, I defend a comprehensive view of nationhood, which, I argue, accounts for the recent transformation of nationhood, and explains the potential of national identity to open to universal values and norms. First, I put forward my view of nationhood, which defines nations as forms of political experience. I argue that nations have an ability to create a common public world. Second, by investigating the idea of the modern self and its relationship with individual autonomy, this thesis shows that modernity is characterised by a tension between rational autonomy and subjectivisation. This political self, I argue, develops in a bounded political community. Third, I argue that nations provide access to a common world in which everyone is recognised as moral and political agents. The paradoxical nature of the modern self takes advantage of the capacity of nations to be a source of solidarity that transcends national borders.
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BROWN, DENISE FAITH. "AUTONOMY AND RECIPROCITY IN THE DEVELOPMENT OF THE IDENTITY: A FOCUS ON THE NON FORMAL EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9173@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOREsta pesquisa tem como objetivo conhecer o trabalho desenvolvido pela instituicão Se Essa Rua Fosse Minha em relacão as identidades culturais. Dentro desta organização, o foco principal recaiu sobre o projeto Dando Bola para a Vida. Este projeto tem como finalidade o trabalho de arte-educação, utilizando a metodologia do Circo Social, com as crianças e jovens do complexo do Cerro-Corá, localizado na Zona Sul do Rio de Janeiro. Foram analisadas duas categorias principais que surgiram da própria lógica do universo estudado: autonomia e reciprocidade. A partir destas categorias a relação dialética entre individuo e seu meio social se estabelece contribuindo para o desenvolvimento da identidade, do potencial de metamorfose e do alargamento do campo de possibilidades.
The objective of this research is to understand the work developed by the institution Se Essa Rua Fosse Minha in relation to cultural identities. Within this organization the main focus was based on the project Dando Bola para a Vida. This project works with the children from the community of Cerro-Corá, which is located in the South part of Rio de Janeiro. It uses an art-education perspective and applies the Social Circus method. Two categories, which arose from the focus group itself, were used: autonomy and reciprocity. Supported by these categories, the dialectics between individual and one´s social surroundings is established and contributes to the development of the identity, of the potential of metamorphoses and of the broadening of the field of possibilities.
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Brown, Rosemarie Ann. "Food Autonomy: The Paradox to Cereal-Based Food Choice." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16103/.
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Certain aspects of our modern diet have been implicated in thedevelopment of non-communicable diseases. For instance, energyconsumed in excess of an individual's physiological requirements maylead to an increased risk of obesity, diabetes mellitus, gall bladder disease,coronary heart disease, high blood pressure, and possibly some cancers.Although many of these diet-related diseases can be controlled by modernmedicine, they cannot be cured. Instead, prevention through public healthstrategies is the only satisfactory solution. One of the major strategies forprevention of diet-related diseases in Australia is to modify the nationaldiet (Rogers 1987). In April 1979, the Commonwealth Department of Health responded to theWorld Health Organisation's call for the development of national food andnutrition polices by proposing the Dietary Guidelines for Australians. "TheDietary Guidelines for Australians provide advice to the general populationabout healthy food choices, so that their usual diet contributes to ahealthy life-style and is consistent with minimal risk for the developmentof diet-related diseases" (National Health and Medical Research Council1992:ix). However, in order to achieve the aim of the dietary guidelines,supporting educational programs are required. This is because it isbelieved that as consumers become more informed about food, nutrition,health, and the dietary guidelines, they are more likely to begin changingtheir diet in the directions recommended by the CommonwealthDepartment of Health and Family Services (1998a). Public health professionals believe that behaviour-change theories arebeneficial in gaining an understanding of the evolution of peoples' foodand nutrition behaviours. Behaviour-change theories are typicallyintegrated into dietary interventions as a means of educating theAustralian population about healthy food choices. However, attempts tochange Australians' food and nutrition behaviours by applying behaviour-change theories have been adiaphorous. Therefore, public health professionals need to explore traditional food and nutrition practices inorder to determine more effective dietary change strategies for the Australian population. Qualitative research is complementary to existing quantitative studies onbehaviour-change. Since qualitative methodologies focus on the whole ofhuman experience and the meaning ascribed by individuals living theexperience, these methodologies permit broader understanding and deeperinsight into complex human behaviours such as food consumption thanwhat might be obtained from grossly measured quantitativeclassifications. Grounded theory was the qualitative methodology chosenfor this study because it allowed me to theorise about the rationale forconsumers' current food choices. Bread and Cereal consumption waschosen as an important staple food group in which to explore thisphenomenon. Thus, this research was designed to discover, understand,and theorise about the rationale for consumers' current Bread and Cerealfood choices. Semi-structured, in-depth interviews were conducted with22 participants living in South-East Queensland. Adult males and femalesfrom three-generational families of varying ethnicity were recruited frommy personal network of associates. Interviews were analysed usinggrounded theory methodology for data analysis. The resulting Grounded Substantive Theory of Food Autonomy posits thatconsumers have different levels of power when it comes to selecting theBreads and Cereals they want to eat and that their power to choose themis governed by micro- and macroenvironmental forces.Microenvironmental forces envelop sociofamilial powers such as parents,partner, and offspring whereas macroenvironmental forces envelop thesociopolitical powers of the food industry, health professionals, andinstitutions. These forces influence a consumer's capacity to select theBreads and Cereals they want to eat. Consumers engage in the process ofinformation gathering in order to overcome these prevailing influences. The significance of the Grounded Substantive Theory of Food Autonomy asa means for explaining how consumers acquire food autonomy fromprevailing influences in order to eat the Breads and Cereals they desirehas important implications for public health nutrition education andpractice. An understanding of the life long nature underpinning a person'sfood behaviour will help nutrition and dietetic professionals understandbetter the range of change that is likely to be possible, and the best waysto facilitate food autonomy through appropriate education and compatibledietary interventions. Autonomy is not a new concept but when associatedwith food it introduces the public health professional to a paradoxicalperspective for studying consumers' food behaviour, which has beencustomarily looked at via the decision making process of food choice andbehaviour-change theories with adiaphorous effects.
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Gregory, Mathew. "Towards a universal language : evaluating autonomy, identity, and the metropolis in the legacy of Japanese experimental music." Thesis, Liverpool John Moores University, 2006. http://researchonline.ljmu.ac.uk/5838/.
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Baudry, Katia. "L'univers féminin adolescent d'un quartier populaire en Seine-Saint-Denis." Thesis, Paris 4, 2017. http://www.theses.fr/2017PA040218.
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Cette recherche a pour objectif de donner vie et corps à l’univers féminin adolescent dans un quartier populaire de la banlieue parisienne. Il s’agit de s’extraire du prisme de la victimisation et du regard androcentrique par lesquels les filles sont essentiellement observées, pour ne regarder qu’à travers l’axe des relations filles-filles, et s’apercevoir que la construction de l’identité collective et individuelle s’élabore, pendant la période de l’adolescence, et dans le contexte d’un quartier populaire de la banlieue parisienne, selon différentes stratégies, collectives et individuelles avec une confrontation directe aux parents, à l’école, aux pairs, au travail et au groupe. Ce travail est le fruit d’une longue expérience de terrain en tant qu’éducatrice spécialisée en Prévention spécialisée. La démonstration réalisée dans cette étude s’est concentrée exclusivement sur le vécu, le ressenti de 49 adolescentes, âgées de 11 à 17 ans, dont 18 réparties en trois groupes d’âges différents : 11-12 ans, 15-16 ans et 16-17 ans, sans qui cet univers resterait encore invisible aux regards des adultes. La méthodologie empruntée privilégie les méthodes d’enquête qualitative relevant de l’école de Chicago. Il ressort de cette étude la création par les adolescentes d’un entre soi féminin adolescent, culturel, territorial et social comme famille de substitution pour grandir, se protéger, vivre des expériences en dehors des cercles de sociabilitésThe aim of this research is to give life and body to the teenage feminine world in a working-class area of the Parisian suburbs. It is a question of extracting from the prism of the victimization and the Androcentric glance by which the girls are essentially observed, to look only through the axis of the girls-girls relationship, and realize that the construction of the identity Collective and individual development, during the adolescence period, and in the context of a working-class neighbourhood of the suburbs of Paris, according to different strategies, collective and individual with a direct confrontation with parents, at school , peers, work and group. This work is the result of a long field experience as a specialized prevention educator. The demonstration carried out in this study focused exclusively on the experience, the feeling of 49 teenage girls, aged 11 to 17 years, of which 18 divided into three groups of different ages: 11-12 years, 15-16 years and 16-17 years, without whom this universe would still remain Invisible to the eyes of adults. The borrowed methodology focuses on the qualitative survey methods of the Chicago school. It emerges from this study the creation by teenage girls of a female teenager, cultural, territorial and social as surrogate family to grow, protect themselves, live experiences outside the circles of sociability
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Oliveira, Rosymari de Souza. "Os efeitos do discurso do professor na construção das identidades dos alunos." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6340.
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This research was developed at the Graduate Master's degree program in Teaching of Basic Education of Centro de Ensino e Pesquisa Aplicada a Educacao/ CEPAE from Federal University of Goias, in the research line "theoretical and methodological conceptions and teaching practices." It is the result of an investigation into the teacher's discourse in the school context, and its implications for the construction of students' identities. The research field was one classroom of a public school in Goiania. The subjects of the study were students of the 5th year of elementary school and both portuguese and history teachers. The main goal was to investigate, understand and reveal the effects of teacher's discourse in the way the student dialogically agency language, textual and / or discursive resources , in the work with their own saying, and to observe if it reflects on their identity. Interest was also assess how verbal interactions raised in literacy events indicate the presence of criticality and autonomy of students. Reflecting on the discourses produced in teacher / student's interactions in literacy events, we sought as theoretical support in the socio-interactional character of language studies of Bakhtin (1995) and Fairclough (2001), in the construction of social identities we sougth the theoretical support of Hall (2005) and the studies of literacy Street (2006, 2010, 2014). We also sougth to further investigate the implications of the teaching discourse in identity construction of a more focused and critical subject, who has the ability to expand their view of the world in which it is inserted, reflecting on the different voices with which dialogues, and interact with them in a more conscious and autonomous way. We chose the qualitative research within the interpretative paradigm, and the case study method, supported by interviews, recording and transcription of literacy events and analysis of textual productions of the students. Analyses were carried out in line with the theoretical framework adopted. In order to contribute to an emancipatory educational practice, we develop an educational product in the form of didactic sequence which includes the language as a mediator of identity construction.
Esta pesquisa foi desenvolvida no Programa de Pós-Graduação do curso de Mestrado em Ensino na Educação Básica do Centro de Ensino e Pesquisa Aplicada à Educação/CEPAE da Universidade Federal de Goiás, na linha de pesquisa “Concepções teórico-metodológicas e práticas docentes”. Ela é o resultado de uma investigação sobre o discurso do professor, no contexto escolar, e suas implicações na construção das identidades discentes. O campo de pesquisa foi uma sala de aula de uma escola pública de Goiânia tendo como sujeitos do estudo alunos do 5º ano do Ensino Fundamental e duas professoras: a de Língua Portuguesa e a de História. O principal objetivo foi investigar, compreender e revelar os efeitos do discurso do professor no modo como o aluno agencia dialogicamente os recursos linguísticos, textuais e/ou discursivos, no trabalho com seu próprio dizer, e se isso reflete em sua identidade. Foi interesse também avaliar como as interações verbais suscitadas nos eventos de letramento indicam a presença de criticidade e autonomia dos alunos. Refletindo sobre os discursos produzidos nas interações professor/aluno nos eventos de letramento, buscamos como suporte teórico no caráter sócio-interacionista da linguagem os estudos de Bakhtin (1995) e Fairclough (2001), na construção das identidades sociais o suporte teórico de Hall (2005) e nos estudos do letramento Street (2006, 2010, 2014). Buscamos ainda investigar os efeitos do discurso docente na construção de um sujeito mais centrado e crítico, que tenha a possibilidade de ampliar sua leitura do mundo no qual está inserido, refletindo sobre as diferentes vozes com as quais dialoga e com elas interagir de forma mais consciente e autônoma. Optamos pela pesquisa qualitativa dentro do paradigma interpretativista, e, pelo método de estudo de caso, apoiado em entrevistas, gravação e transcrição dos eventos de letramento e na análise de produções textuais dos alunos. As análises foram realizadas em consonância com o referencial teórico adotado. Com o objetivo de contribuir com uma prática educacional emancipatória, desenvolvemos um produto educacional em forma de sequência didática a qual abarca a linguagem como mediadora da construção identitária.
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Calkins, David Richard. "YouTube is the New Tube: Identity, Power, and Creator-Consumer Relationships in a New Culture (Cottage) Industry." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/64174.
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YouTube is a new kind of media, offering new ways to search for meaning and identity in the digital information age. In this study, I explore how the struggle to establish meaning and identity is played out in this new cultural space, centering on amateur creators as they navigate tensions and test semiotic relationships with their productions online. I first situate YouTube within a larger context of cultural criticism that sees meaning as socially negotiated by consumers as active participants with cultural productions. I then discuss television as a cultural force and the effects of a new digital territory for these forces. By grounding my discussion in an understanding of media ecology that assumes a more varied and diverse collection of available cultural material will yield a healthier media ecology and thus healthier cultural subjects, I argue that YouTube is a positive intensification of television because it allows more viewers to participate in and more importantly participate in this media system. I then use two particular YouTube creators (Philip DeFranco and Hannah Hart) to demonstrate how these ideas are articulated in practice and how this process is not without its own problems.Master of Arts
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Gunn, Linda. "Representations of Scottish identity and devolution : the relationship between the arts, cultural confidence and political autonomy from the 1980s." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/24657.
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The motivation for this thesis was the simultaneous increase of 'national feeling' and flourishing of the arts in Scotland from the 1980's. From this period - increasing through the 1990's towards the Referendum on Devolution in 1997 - the Scottish cultural community began to relate identity, art and politics, and frequent use was made of the word 'confidence'. As this implied a previous lack of it, the view that there was a sense of Scottish cultural inferiority is a thread running through this study, which examines beliefs about the relationship between cultural 'confidence' and support for political autonomy by focussing on the role of cultural representations of Scottish identity. The study concentrates on ideas about Scottish identity among a number of people from the Scottish cultural sphere - several of whom can be described as key figures in terms of the representation of Scottish identity - on how these have been influenced by existing representations, and how they have been understood and legitimated. Data was gathered by interviewing individuals in the arts and broadcasting in Scotland, attending debates and conferences, exhibitions and plays, and by examining key 'texts' in the field, from analyses of Scotland and Scottish identity, to plays and novels. Theories and analyses other than those specifically on Scotland (for example, on nationalism) were also reviewed because of their availability to influence ideas on the Scottish situation; therefore, while background data is presented in a 'Thematic review' chapter which is similar to a traditional literature review, the literature review is actually a process continued throughout the thesis. The thesis focussed on how 'history' has been used by people in Scottish cultural life to legitimate beliefs about cultural 'differences' between the Scots and English and a 'power imbalance' between the two nations, and that the representation of Scottish identity had 'suffered' as a result of the England's dominance. A few Scottish artists have represented this in terms of colonisation, but it was found that most interviewees saw it as symptomatic of being the small neighbour of a powerful culture. A strong link was perceived as existing between class and negative representations of Scottish culture, and most interviewees, particularly younger ones, represented Britishness as having been culturally English, and English cultural dominance (and hence, any sense of Scottish cultural inferiority) as having been influenced and perpetuated by metropolitanism and elitism. The period of Conservative governance from 1979 were found to be crucial in terms of the development of such 'ideas' about Scottishness; 'Thatcherism', Conservatism, and the south-east of England being represented as culturally - and, to an extent, morally - 'alien' to Scottish society and 'values'. It is noted that a number of analyses (and stereotypes) from prior to the 1990's, which had represented Scottish identity as flawed, were now interpreted as 'positives' or advantages. Overall, Scottish culture was perceived as 'more' democratic, egalitarian, and socialist than 'English' culture, and the majority of interviewees felt that Scottish artists and other cultural interpreters had a role to play in redressing 'misrepresentations', and in further breaking down elitism. It was found that the re-presentation of Scottish cultural identity from the early 1980's acted with and upon a 'new' Scottish confidence provoked by Thatcherism, which can ultimately be argued to have influenced the 'Yes/Yes' vote in the Devolution Referendum of 1997.
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Alderman, Jonathan. "The path to ethnogenesis and autonomy : Kallawaya-consciousness in plurinational Bolivia." Thesis, University of St Andrews, 2016. http://hdl.handle.net/10023/8600.
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This thesis examines the construction of ethnic identity, autonomy and indigenous citizenship in plurinational Bolivia. In 2009, the Kallawayas, an Andean indigenous nation, took advantage of legislation in Bolivia's new constitution to begin a process of legally constituting themselves as autonomous from the state. The objective of Indigenous Autonomy in the constitution is to allow indigenous nations and peoples to govern themselves according to their conceptions of ‘Living Well'. Living well, for the Kallawayas is understood in terms of what it means to be runa, a person living in the ayllu (the traditional Andean community). The Kallawayas are noted as healers, and sickness and health is understood as related to the maintenance of a ritual relationship of reciprocity with others in the ayllu, both living humans and ancestors, remembered in the landscape. Joint ritual relations with the landscape play an important role in joining disparate Kallawaya ayllus with distinct traditions and languages (Aymara, Quechua and the Kallawaya language Macha Jujay are spoken) together as an ethnic group. However, Kallawaya politics has followed the trajectory of national peasant politics in recent decades of splitting into federations divided along class and ethnic lines. The joint ritual practices which traditionally connected the Kallawaya ayllus adapted to reflect this new situation of division between three sections of Kallawaya society. This has meant that the Kallawayas are attempting political autonomy as an ethnic group when they have never been more fractured. This thesis then examines the meaning of autonomy and the Good Life for a politically divided and ethnically diverse indigenous people.
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Salazar, Jose. "The Demandingness of Morality: The Person Confined." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1498.
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Losing ownership and control over the development of and connection to our own person detaches us from the most innate embodiment of ourselves, our person. Without being able to develop and connect to our person, we become detached from expressing our identity, exercising our autonomy, and formulating our own values, the most intrinsic features our person encapsulates. While we yearn to act on our own projects to express our identity, exercise our autonomy, and formulate our own values the way we want, morality imposes huge demands on our person that restrain us from doing so. Morality’s major requirement to always act on morally significant projects to produce the overall good puts us at risk of forfeiting our identity, autonomy, and values. Despite these features being the most innate embodiment of ourselves, morality neglects them so that we always participate in its domain of beneficence to further the interests of others who are in need. Even though great benefits result from always acting on morally significant projects to produce the overall good, we are at odds with moral beneficence because of the demands it imposes on our person.
In this thesis, it is argued what makes a moral theory too demanding. Arguments by Bernard Williams, Samuel Scheffler, Liam B. Murphy, and Richard W. Miller are evaluated to construct views of what makes a moral theory too demanding for them. Afterwards, differences and commonalities are drawn from their views to frame the final view of what makes a moral theory too demanding that is argued here. All of the philosophers’ views contribute to the claim that we are entitled to our lives outside of morality’s domain of beneficence. Afterwards, it is explained why we are entitled to our lives outside of morality’s domain of beneficence. The most compelling explanation is that the potential development of our own person entitles us to do so outside of morality’s domain of beneficence. By developing our person to its fullest height on our own terms and conditions, we can connect to it in the best way possible. Nonetheless, because we are forced to always participate in morality’s domain of beneficence, we lack the ownership and control over the development of and connection to our own person. The demandingness of morality holds the reins over this relation between the development of and connection to our person when in fact we should.
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Filho, JoÃo Capistrano. "O educador e a educaÃÃo de resistÃncia sob o prisma da DialÃtica Negativa de Adorno." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=6155.
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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgicoO objetivo do presente trabalho à fazer uma reflexÃo sobre a funÃÃo do educador como protagonista de uma educaÃÃo de resistÃncia. A reflexÃo sobre a educaÃÃo de resistÃncia se pauta no modelo adorniano de pensar a realidade social sob o prisma da dialÃtica negativa. A realidade refletida pelo educador à a educaÃÃo social do sujeito que determina o seu modo de ser a partir dos primeiros contatos com a sua cultura por meio dos familiares ou por quem o cerca. A educaÃÃo de resistÃncia reflexiona a educaÃÃo social à medida que desconstrÃi a identidade do princÃpio da dominaÃÃo que subsiste na sociedade moderna atravÃs do modelo de produÃÃo capitalista. A dominaÃÃo se expressa no capitalismo tardio por meio da indÃstria cultural cujo corolÃrio à fabricar no sujeito necessidades que o leve, compulsivamente, a consumir mercadorias como um meio de inserÃÃo social. A indÃstria cultural transforma o coletivo social em instrumento de pressÃo sobre os indivÃduos. Para Adorno, ao tentar abranger todo o corpo social a indÃstria cultural age como falsa totalidade. A educaÃÃo de resistÃncia faz um mergulho dialÃtico sob a pretensÃo da indÃstria cultural em se tornar totalidade fabricando comportamentos agregados aos anÃncios de venda de mercadorias. A dialÃtica negativa atuando como suporte da educaÃÃo de resistÃncia reflexiona a aÃÃo controladora da indÃstria cultural que inibe a autonomia do sujeito e ao mesmo tempo a vende como comportamento fabricado. A educaÃÃo de resistÃncia à um modelo de educaÃÃo em que o educador insta o sujeito a ter o pensar como prÃxis à medida que se relaciona com a multiplicidade que compÃe o mundo social. Adorno entende que pensar à agir. Para a educaÃÃo de resistÃncia pensar a educaÃÃo social à criar a possibilidade de agir contra o princÃpio da dominaÃÃo que se manifesta na sociedade administrada pelo capital.
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Thistlethwaite, Max. "The mourning of lost autonomy : a philosophical and psychoanalytic critique on the objectification of fantasy." Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/16429.
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What or who is the modern subject? Are people sovereign, filled with passion, creativity, freedom and autonomy; or are we slaves, robots and automatons forever tied to the chains of civilization? It is very common to critique modernity. From the Frankfurt school to Foucault, many seem to have focused primarily on its negative characteristics including the promotion of narcissism and its contribution to alienation and depression. However, this work arose from my general ambivalence toward how society, and ideology, impacts notions of the self or, more importantly, self-consciousness and autonomy. In this work I tried to offer a framework that not only challenges the tenets of a way of conceptualising the human subject by means of extreme objectivity, which is aligned with notions of cognitivism and stems, I argue, from the worldview of Protestantism, but also its antithesis, extreme subjectivity that manifests itself in intense hubris that can present a very real danger to the very foundations of civilization. Thus, the work takes aim at both the consequence of extreme objectivity i.e. nihilism, inherent within some of the tenets of contemporary capitalism, and extreme subjectivity i.e. relativism. This work provides a historical analysis starting with the Protestant Reformation and ending with Contemporary Capitalism. By doing so, I was able to emphasise a new conceptualisation of the master-slave dialectic into a hierarchal structure beginning with the Absolute Master and ending with the Quinary Master vis-à-vis death to work. What I demonstrated, and reinforced, is the notion that human consciousness is a highly complex hybrid of interacting master-slave dynamics that is fuelled by fantasy, structured by the law, is seized upon by the government and the marketplace and finally put to work. However, the essential core of the subject is a radical void that simply punches a hole through the processes of the unconscious, which is swallowed up by the desire of the other i.e. the desire of these given masters. Depression's genesis I view as the subject yielding too much to the desire of a specific type of societal structure. This reached its peak with the Puritans in England during the 16th and 17th century that aimed to purge any type of transcendent experience, which is characteristic of fantasy and led to widespread misery. On the other hand, the period of Romanticism led to a colossal eruption of the imagination that attempted to bypass established conventions and flooded the world with colour. However, this anarchistic worldview presented an extremely dangerous threat to the very foundation of society and thus had to be brought to heel by an evolved state structure. The overall structure of the work is based on a gradual unfolding of a hierarchical system starting with the very foundations of the subject, through the complexities of ideological influence and ending with the subject under contemporary capitalism. The final two chapters aimed to contemporise the critiques from Romanticism toward the Enlightenment by attacking the tenets of cognitivism as being indicative of a system put forward by thinkers prevalent in the 18th century that abstracted the human condition and tried to objectify the psyche. The scope of the work is large and diverse and hopes to contribute to psychoanalytical and philosophical literature by providing a hierarchical system of the master-slave dialectic in the development of self-consciousness. The work also provides a critique of ideology by highlighting how a certain structure of society can contribute to neurosis by either prohibiting or liberating fantasy. I do not endorse the cliché and wholly hostile view toward capitalism, but support the notion that one should remain ambivalent. That is to say that the work highlights that the free market is indeed innocent but only becomes problematic when it begins to work in collusion with a specific state system. In supporting the argument of Protestantism being closely tied to the development of capitalism, what should be viewed with great precaution is the very definition of what is deemed a beneficial characteristic. This meritocratic worldview is indeed essential to stave off overreach from politics, however, and as Rousseau addressed, the concept of meritocracy can promote a society of selfishness and pride as well as reinforce what I call the standard route via new forms of management, leading to a reduction of autonomy and enhancement of conformity. In attempting to generate this framework, I have utilised multiple philosophical paradigms including ancient Greek, Continental, Romantic, Idealist, Psychoanalysis and more to provide an eclectic approach to this inquiry. What the reader will take away from this project is a unique and new understanding of the individual, how the subject is impacted from engaging with different societal systems and a warning of what can happen if one submits too much to passion or reason.
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Postan, Emily Rose. "Defining ourselves : narrative identity and access to personal biological information." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/25733.
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When biological information about an individual is produced in healthcare or research settings, ethical questions may arise about whether the individual herself should be able to access it. This thesis argues that the individual’s identity-related interests warrant serious attention in framing and addressing these questions. Identity interests are largely neglected in bioethical, policy and legal debates about information access – except where information about genetic parentage is concerned. Even there, the relationship between information and identity, and the interests involved, remain unclear. This thesis seeks to fill this conceptual gap and challenge this exceptionalism. It does so by developing a normative account of the roles that a wide range of information about our health, bodies and biological relationships – ‘personal bioinformation’ – can play in the construction of our self-conceptions. This account is developed in two steps. First, building on existing philosophical theories of narrative self-constitution, this thesis proposes that personal bioinformation has a critical role to play in the construction of identity narratives that remain coherent and support us in navigating our embodied experiences. Secondly, drawing on empirical literature reporting individuals’ attitudes to receiving three categories of personal bioinformation (about donor conception, genetic disease susceptibility, and neuroimaging-based psychiatric diagnoses), the thesis seeks to illustrate, demonstrate the plausibility of, and to refine this theoretically-based proposition. From these foundations, it is argued that we can have strong identity-related interests in whether and how we are able to access bioinformation about ourselves. The practical implications of this conclusion are then explored. It is argued that identity interests are not reducible to other interests (for example, in health protection) commonly weighed in information disclosure decisions. They, therefore, warrant attention in their own right. An ethical framework is developed to guide delivery of this. This framework sets out the ethical responsibilities of those who hold bioinformation about us to respond to our identity interests in information disclosure practices and policies. The framework is informed by indications from the illustrative examples that our interests engaged as much by how bioinformation is communicated as whether it is disclosed. Moreover, these interests are not uniformly engaged by all bioinformation in all circumstances and there is potential for identity detriment as well as benefit. The ethical framework highlights the opportunities for and challenges of responding to identity interests and the scope and limits of potential disclosers’ responsibilities to do so. It also makes recommendations as to the principles and characteristics of identity-supporting disclosure practices.
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Freitas, Caroline Cotta de Mello. "Entre wiphalas, polleras e ponchos - Embates entre discursos de CONAMAQ, do Estado Plurinacional da Bolívia e do Direito Internacional." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/8/8134/tde-20052013-115543/.
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Nesta tese analisamos a atuação dos movimentos sociais indígenas na Bolívia, e seus discursos sobre autonomia. Nosso foco é o CONAMAQ Consejo Nacional de Ayllus y Markas del Qullasuyu. Por entendermos que não existe enunciado sem posição, mapeamos os discursos que operam na esfera pública boliviana a fim de compreender qual a posição do CONAMAQ. Este mapeamento consistiu na análise também dos discursos da CSUTCB Central Sindical Única de Trabajadores Campesinos de Bolivia e do Estado Plurinacional de Bolívia. Descrevemos os discursos nacionalistas e indianistas bolivianos, em especial o katarismo, para analisar a constituição dos agentes, de seus posicionamentos e do modo como interagem. Nossa intenção foi definir o campo de relações, simultaneamente prático e discursivo, no qual se codificam os sistemas de diferenças que compõem o contexto em que circulam os agentes e seus discursos. Encontramos evidenciados no processo de construção do Estado Plurinacional na Bolívia, dois discursos com base nos quais se estabelecem posições discursivas, organizam-se movimentos sociais e criam-se agentes na esfera política pública: o camponês-indígena e o indígenaoriginário. Com base nisso, propomos analisar o encontro dos discursos sobre direitos do CONAMAQ, do Estado Plurinacional e da normativa do direito internacional sobre direitos dos povos indígenas, com ênfase no debate sobre o direito à autonomia. A fim de demonstrar que os contatos e encontros entre os níveis discursivos local (identificados como CONAMAQ e Estado plurinacional), e internacional (entendido como a normativa de direitos dos povos indígenas constituída por organismos internacionais), se interpenetram e apresentam diferentes pontos de contato, constituindo embates discursivos na esfera pública local e, também, na internacional/global.In this thesis, we will analyze the actions of the indigenous social movements in Bolivia, and their discourses on autonomy. Our focus is the CONAMAQ Consejo Nacional de Ayllus y Markas del Qullasuyu. As we understand there is no utterance without a position, we mapped out the discourses that operate in the Bolivian public sphere in order to understand the position of the CONAMAQ. This mapping out consisted also in the analysis of the discourses of the CSUTCB Central Sindical Única de Trabajadores Campesinos de Bolivia and of the Plurinational State of Bolivia. We describe the Bolivian nationalist and indianist discourses, especially the katarismo, to analyze the constitution of the agents, of their positions and of the way they Interact. Our aim was to define the field of the relations, at the same time practical and discoursive, in which the systems of differences that make up the context where the agents and their discourses navigate are encoded. Two discourses are to be found evident in the process of construction of the Plurinational State of Bolivia, two discourses based on which discoursive positions are established, social movements are organized and agents are created in the public political sphere: the indianpeasant and the originary-indian. Based on this, we attempt to analyze the encounter of the discourses on rights of the CONAMAQ, of the Plurinational State and of the rules of the international law on the rights of indigenous peoples, with an emphasis on the debate about the right to autonomy. In order to demonstrate that the contacts and encounters between the local (identified as CONAMAQ and Plurinational State) and international (understood as rules of law regarding the rights of indigenous peoples elaborated by international organizations) discoursive levels are intertwined and show different points of contact, creating discursive clashes in the local public sphere, and also on an international/global level.
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Oliveira, Leonardo Pestillo de. "Luta por autonomia e liberdade moral: orientação esportiva como viabilizadora de metamorfoses emancipatórias." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/17120.
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This study aims to investigate the sportspersonship as an influence factor in the moral development of athletes associated with their pursuit of autonomy and emancipation. To accomplish this, three steps were held: (1) To review systematically the researchs on moral in the sporting context to check the status of studies as the methodologies employed, associated variables and theoretical frameworks used; (2) To propose an Explanatory Model of Moral in sports verifying the perception of autonomy and their influence on pro- and antisocial behavior in athletes, mediated by sporting orientation; and (3) To analyze the influence of sport on moral development and the pursuit of autonomy of an athlete on condition of moral and political freedom. Each of these objectives corresponds to a Study that complement each other to achieve the central objective of this thesis. Study 1 it is a Systematic Review of the literature on moral in the sporting context, including studies from 1982 to 2015. A total of 113 studies were evaluated and presented following indications of three sections: a) methodological characteristics of the stydies; b) variables associated with moral; and c) main theoretical support. In Study 2 in which is proposed an Explanatory Model of Moral in the sport, were evaluated athletes from various sports who already have participated in competitions at national or international level. The instruments used for data collection were: Basic Need Satisfactions of Sport Scale (BNSSS); Multidimensional Sportspersonship Orientation Scale (MSOS); and The Prosocial and Antisocial Behavior in Sport Scale (PABSS). Data were analyzed using a Structural Equation Model. In Study 3 was conducted an interview with an athlete chosen from the results of Study 2, in order to know his life story. The indication that guided the subject's life history narrative was: "Tell me how you got here, your life story". The athlete's report was analyzed from the theoretical framework of the syntagma Identity-Metamorphosis- Emancipation with focus oriented to understanding how sport can be an enhancer for the subject in pursuit of autonomy. This thesis presents new findings on the variables that are related to morality in the sporting context and the pursuit of autonomy and emancipation throughout his athletic development. With these results, we hope to contribute to the process of athletes development in the Brazilian context, being one source of information for psychology professionals and other areas on how to go about that sport is one of the factors that contribute to human development from the early in his practice, either in childhood, adolescence or professional athletes
Este estudo tem como objetivo investigar a orientação esportiva como fator de influência no desenvolvimento moral em atletas associado à sua busca de autonomia e emancipação. Para alcançar este objetivo, três etapas foram realizadas: (1) Revisar sistematicamente as pesquisas realizadas sobre moral no contexto esportivo para verificar o estado dos estudos quanto às metodologias empregadas, variáveis associadas e referenciais teóricos utilizados; (2) Propor um Modelo Explicativo de Moral no esporte verificando a percepção de autonomia e sua influência no comportamento pró e antisocial nos atletas, mediados pela orientação esportiva; e (3) Analisar a influência do esporte sobre o desenvolvimento moral e a busca da autonomia de um atleta na condição da liberdade moral e política. Cada um destes objetivos corresponde a um Estudo que se complementam para atingir ao objetivo central desta tese. O Estudo 1 trata-se de uma Revisão Sistemática da literatura sobre a moral no contexto esportivo, incluindo estudos de 1982 a 2015. Um total de 113 estudos foram avaliados e apresentados seguindo indicações de três seções: a) características metodológicas dos estudos; b) variáveis associadas à moral; e c) principais suportes teóricos. No Estudo 2 em que é proposto um Modelo Explicativo de Moral no esporte, foram avaliados atletas de diversas modalidades esportivas que ja tenham participado de competições a nível nacional ou internacional. Os instrumentos utilizados para a coleta dos dados foram: Escala de Satisfação de Necessidades Básicas no Esporte (BNSSS); Escala Multidimensional de Orientação Esportiva (MSOS); e Escala de Comportamento Prosocial e Antisocial no Esporte (PABSS). Os dados foram analisados por meio de um Modelo de Equações Estruturais. No Estudo 3 foi realizada uma entrevista com um atleta escolhido a partir dos resultados do Estudo 2, com o intuito de conhecer sua história de vida. A indicação que norteou a narrativa de história de vida do sujeito foi: Conte-me como você chegou até aqui, sua história de vida . O relato do atleta foi analisado a partir do referencial teórico do sintagma Identidade-Metamorfose-Emancipação com foco voltado para a compreensão de como o esporte pode ser um potencializador para o sujeito em busca de sua autonomia. Esta tese apresenta novos achados sobre as variáveis que se relacionam com a moral no contexto esportivo e a busca pela autonomia e emancipação ao longo de sua formação atlética. Com estes resultados, espera-se contribuir para o processo de formação de atletas no contexto brasileiro, sendo uma fonte de informação para profissionais da psicologia e demais áreas sobre como proceder para que o esporte seja um dos fatores que contribuem para o desenvolvimento humano desde o início de sua prática, seja na infância, adolescência ou em atletas profissionais
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Öström, Amy. "Ett eget rum : Hur barn skapar och använder egna platser i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38187.
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The aim of this study is to investigate how children express spatial autonomy in their preschool. Observations were made of one-to-three-year old children in free play in the preschool and in a nearby forest setting. The study is framed by Corsaro’s theory of peer culture and interpretive reproduction. It is a childhood sociological perspective that stresses the importance of children’s agency, children’s own contribution to their development. The results show three main strategies that children use to show spatial autonomy. The first is that children create places together, spatial autonomy evolve in interaction with peers. The second strategy is that they use high places to get a new perspective and gain a feeling of being on top of the world. The third strategy is how children make use of small spaces to withdraw. The expression of spatial autonomy is also a way for the children to gain control.
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Carneiro, Lucas Botelho. "Alugam-se sacanagens: da regulação da prostituição no Brasil contemporâneo." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/3170.
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FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais
O presente trabalho procura contribuir para a promoção de um debate crítico e detalhado no que tange à configuração da sexualidade; controle do corpo e dignidade da pessoa humana mediante, principalmente, regulação estatal da prostituição no Brasil. Pretende-se ainda delimitar qual conceito de corpo a ser adotado ao longo da pesquisa, afim de que se compreenda a implicação do livre o uso do corpo na formação da identidade pessoal. O trabalho é composto por três capítulos e ao fim considerações finais. A primeira parte da pesquisa busca entender o conceito de sexualidade formulado por Michel Foucault, bem como a relação entre os mecanismos de poder e a formação da sexualidade. Com o propósito de compreender o atual contexto em que se pretende regular a atividade empreendese análise história dos modos pelos quais se regulou os usos dos corpos para fins sexuais, através da ação (ou inação) estatal. Tal exame será realizado no sentido de evidenciar as similitudes e diferenças entre as diversas formas de lidar com a prostituição, especialmente no contexto brasileiro. Casos emblemáticos de regulação estatal da prática e sua relação com demais mecanismos de poder, tais quais “Jardim Itatinga” e “República do Mangue” serão ao fim tratados. Em um segundo momento e com base no conceito de sexualidade e relações de poder formadores da mesma, tecer-se-á considerações a respeito da proteção ao corpo por meio dos direitos de personalidade. Tomando como pressuposto ser a limitação estatal da prostituição prática paternalista, inicia-se análise de uma forma legítima de paternalismo destinado à prostituição. Para tanto faz-se necessário a compreensão do conceito de autonomia privada. A análise da limitação ao exercício do direito ao próprio corpo passa ainda pelo entendimento da relação entre este e a psique. Procura-se, sobretudo, compreender de que forma a autonomia se relaciona com a formação da identidade pessoal (concepção tayloriana), bem como investigar o modo pelo qual a liberdade sexual emana da dignidade da pessoa humana. Em seguida, no terceiro capítulo, elabora-se breve análise histórica dos movimentos dos profissionais do sexo. Adiante é realizada contraposição dos principais argumentos contrários e favoráveis à regulação. Ao fim aspectos práticos quanto a este tocante serão examinados.
The present work seeks to contribute to encourage the critical and detailed debate regarding the conformation of sexuality, control of the body and of the dignity of the individual, mainly by the state regulation of prostitution in Brazil. It intends, moreover, to delimitate a concept of “body” to be adopted along the research, in order to comprehend the implication of the unimpeded use of the body at the formation of the personal identity. The article is divided in three chapters and final considerations. The first part seeks to comprehend the concept of sexuality formulated by Michel Foucault, as the correlations between mechanism of power and formation of sexuality. With the purpose of understanding the current context, in which there’s the intention of regulate the activity of prostitution, it is carried out a historical analysis of the ways by which the uses of the body was regulated by state action (or inaction). This analysis will be realized in order to reveal the similarities and differences between the various ways of dealing with prostitution, especially on the Brazilian context. Emblematic cases of state regulation of the practice and it’s relation with other mechanisms of power, such as “Jardim Itatinga” and “República do Mangue” will be discussed at the end. In another moment, based on the concept of sexuality shaped by power relations, considerations will be made regarding the body protection by means of personality rights. Presupposing the state limitation of prostitution a paternalistic practice, we analyze a legitimate way of paternalism intended to the prostitution. Therefore, it becomes necessary to comprehend the concept of private autonomy. The analysis of the limitation to the exercise of the right to one’s own body still passes by the understanding of the relation between the body and the psyche. It is intended, above all, to understand in which way the autonomy is related to the formation of the personal identity (taylorian notion), and investigate the way by which the sexual freedom derive from one’s dignity. On the third chapter it is elaborated a brief historical analysis of the sex workers’ movement. Then, it is realized a contraposition of the main arguments, contrary and in favor, to the regulation of prostitution. Finally, some practical aspects are examined.
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Mombelli, Neli Fabiane. "Cartografia do documentário no sul do Brasil: identidades e transversalidades no processo de produção e circulação." Universidade Federal de Santa Maria, 2017. http://repositorio.ufsm.br/handle/1/13086.
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The following research conducts an identity cartography of the process of production and circulation of documentaries in southern Brazil. The snip took into consideration documentaries enrolled in exhibitions and film festivals in the states of Parana, Rio Grande do Sul, and Santa Catarina, between 2010 and 2013, to map producers and places and the transversalities of the production and circulation regarding documentary chain. The goal starts in the researching problem that aims to understand the cultural, political, and social factors, in addition to economic, that interfere with transversalities of such axes and which identities are projected in this field. For such, our specific objectives were to understand what the place of documentary in southern Brazil is; analyze the places of production and circulation of documentaries; check the way the production is constituted and what resources are applied; verify how and where circulation takes place and whether there are resources; understand how the documentary production chain is articulated in Southern Brazil; and constitute the identity cartography of the productive chain of documentaries of this specialty. The perspective of Cultural Studies, from cultural theory and the concept of relative autonomy of Raymond Williams (1979) allow us to ponder on the production issues and the forces present in this process. Propositions by Appadurai (1991) on routes and detours in the history of things lead us into the circulation as flow. Hall (1997) contributes to identity and regulation issues in society; Foucault (2015) allows us to understand the structures of power; and Santos (1994, 2015) corroborates the development of time and place. As methodological procedure, we bring the cartographic inspiration from Deleuze and Guattari (2011) with the aid of Kastrup (2009) and Rosario (2008), applying tools such as mappings, multiple choice surveys and semi-structured interviews. Our journey has allowed us to develop the relative autonomy diagram and to discuss the identity aspects of the production process, which carries the accent of Southern Brazil, in the sense of how it is lined in production, why and what is produced, mainly influenced by the place it occupies in the sense of lived experience. Also, we trace the movements performed so that there is political, cultural, social and economic autonomy, even if the intensities switch according to the production and circulation dynamics of each documentary in a given space-time.A pesquisa realiza uma cartografia identitária do processo de produção e circulação de documentários no Sul do Brasil. O recorte se dá a partir de documentários inscritos em mostras e festivais de vídeo e cinema nos estados do Paraná, Rio Grande do Sul e Santa Catarina, entre 2010 e 2013, para mapear realizadores e cartografar os lugares e as transversalidades da produção e da circulação da cadeia produtiva do documentário. Objetivo esse que se origina em nosso problema de pesquisa, que busca compreender quais são os fatores culturais, políticos e sociais, para além do econômico, que interferem nas transversalidades desses eixos e que identidades eles projetam neste campo. Para isso, temos como objetivos específicos entender qual é o lugar do documentário no Sul do Brasil; analisar os lugares de produção e os lugares de circulação dos documentários; depreender como a produção se constitui e que recursos são utilizados; verificar como e onde se dá a circulação das obras e se há recursos; compreender como é articulada a cadeia produtiva do documentário na Região Sul; e constituir a cartografia identitária da cadeia produtiva de documentários desta espacialidade. A perspectiva dos Estudos Culturais, a partir da teoria cultural e do conceito de autonomia relativa de Raymond Williams (1979), nos permitem pensar questões de produção e as forças presentes neste processo. As preposições de Appadurai (1991) sobre rotas e desvios na história das coisas nos levam para a circulação enquanto fluxo. Hall (1997) contribui para as questões de identidade e da regulação presentes na sociedade; Foucault (2015) permite compreender as estruturas de poder; e Santos (1994, 2015) corrobora para a elaboração do tempo e do lugar. Como procedimento metodológico, trazemos a inspiração cartográfica a partir de Deleuze e Guattari (2011) com auxílio de Kastrup (2009) e Rosário (2008), usando como ferramentas mapeamentos, questionário de múltipla escolha e entrevista semiestruturada. Nosso percurso nos permitiu elaborar o diagrama da autonomia relativa e tecer considerações sobre os aspectos identitários do processo de produção, que carrega o sotaque do Sul, no sentido de como se pauta na produção, porque e o que produz, influenciado sobretudo pelo lugar que ocupa, no sentido de experiência vivida. Também, traçamos os movimentos realizados para que haja autonomia política, cultural, social e econômica, mesmo que as intensidades dela mudem conforme a dinâmica da produção e da circulação de cada documentário situado em certo espaço-tempo.
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Congdon, Venetia. "Nourishing the nation : manifestations of Catalan national identity through food." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:1c07c9a3-3351-46ef-aa02-833dddde375f.
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In this thesis I ask whether food can be used to express Catalan national identity, and if so, in what ways this occurs. In doing so, I consider the lived realities of nationalist movements, rather than simply the ideas and political claims that inform such movements. The Catalan Autonomous Community in northeast Spain is an ideal place to research this issue, due to the strengthening of nationalist sentiments there in light of the rise in support for independence from Spain. I wished to see whether this had any effect on the connections between food and national identity (or gastronationalism). National identity and food are connected in many diverse and varied ways. Food culture allows us to reflect on national identity as a whole. Themes which commonly appear in nationalist discourse, such as cultural specificity, historicism, or landscape (to name but a few), also inform discussions of national food identity. In the present case, while other markers of identity (e.g. language) are also important, ideals of Catalan nationalism may take the guise of Catalan gastronationalism as well. The current pro-independence movement has had the effect of making Catalans more aware of their cultural symbols, including cuisine, which is now one of many such symbols that can be mobilized for the expression of national identity.
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Ebane, Mexcin. "L' Andalousie dans l'Espagne des autonomies : du statut de 1981 à celui de 2007." Thesis, Montpellier 3, 2014. http://www.theses.fr/2014MON30016/document.
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L’émergence du mouvement de revendication identitaire andalou entre la fin du XIXe et le début du XXe siècle signe l’insuccès des libéraux espagnols dans leur tentative de construire un Etat-nation, et confirme leur indifférence face à l’ensemble des problèmes socioéconomiques qui terrassèrent l’Andalousie durant le XIXe siècle. La nécessité de la mise à niveau des mesures juridiques entre toutes ses classes sociales et l’amélioration des conditions de vie et de travail du prolétariat, soumis à des inégalités de traitement et exposé à des discriminations, fit émerger au sein de la petite bourgeoisie un nationalisme alternatif à celui de l'Etat-nation qui, pour les Andalouses et les Andalous, était une réalité lointaine et continuellement hostile. Utilisé comme instrument politique dont le but était de sortir l’Andalousie de son sous-développement, l’andalousisme fut durement réprimé durant les dictatures de PRIMO DE RIVERA et de FRANCO. Mais la violence engendrant la résistance, au lieu d’anéantir les revendications nationalistes périphériques, ces régimes hautement répressifs et autoritaires contribuèrent plutôt à légitimer plus encore leur combat durant la transition démocratique. Dans le but de trouver une solution à la confrontation séculaire qui opposait ces nationalismes à l’Etat, les rédacteurs de la Constitution de 1978 optèrent pour la création d’un Etat des autonomies qui repose sur l’unité de l’Espagne en tant que nation, mais reconnaît tout de même le droit à l’autonomie des nationalités et des régions qui la composent. Cette solution vint à point nommé pour l’Andalousie qui, depuis toujours, concevait l’autonomie politique comme la garantie de son développement. Cependant, au bout de trois décennies d’exercice de régime autonomique, en dépit de l’instrumentalisation de son sous-système politique et de ses Statuts d’Autonomie de 1981 et de 2007 comme moteur de ce développement, force est de constater que l’Andalousie continue à occuper la dernière place parmi les régions les moins développées de l’EspagneThe emergence of the movement of Andalusian identity claim, between the late Nineteenth and early Twentieth Century marks the failure of the Spanish liberals in their attempt to build a Nation-state, and confirms their indifference to all the socioeconomic problems which overwhelmed Andalusia during the Nineteenth Century. The need to upgrade legal action between all social classes and the improvement of living and working conditions of the proletariat, subjected to unequal treatment and exposed to discrimination did emerge within the petty bourgeoisie, an alternative nationalism to that of the Nation-state which, for the Andalusians, was a distant and continually hostile reality. Used as a political instrument whose purpose was to make Andalusia emerge from its underdevelopment, the “andalousism” was severely repressed during the dictatorship of PRIMO DE RIVERA and FRANCO. But violence causing resistance, instead of destroying the peripheral nationalist claims, these highly repressive and authoritarian regimes rather contributed to legitimize their fight for democratic transition. In order to find a solution to the confrontation that pitted the secular nationalism against the State, the drafters of the 1978 Constitution opted for the creation of a State of autonomy based on the unity of Spain as a Nation, but nevertheless recognizes the right to autonomy of the nationalities and regions that compose it. This solution came in the nick of time for Andalusia that has always conceived, right from the start, political autonomy as a guarantee of its development. However, after three decades of autonomic system exercise, despite the instrumentalisation of its political subsystem and its Statute of Autonomy of 1981 and 2007 as an engine of this development, it is clear that Andalusia continues to occupy the last place among the less developed regions of Spain
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Oliveira, Magno Carvalho de. "As jornadas de junho/2013, Porto Alegre/RS: os movimentos sociais e as formas simbólicas na formação de territórios dissidentes." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/181036.
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Os movimentos sociais, possuidores de identidade coletiva, podem, a partir da apropriação de espaços representativos do status quo, ou seja, com estruturas pertencentes ao poder instituído, formar territórios dissidentes. Dessa forma, os movimentos sociais, enquanto prática sócio-espacial, tornam-se agentes modeladores do espaço, uma vez que as práticas insurgentes possuem força e pressão para reorganizá-lo. O protagonismo cidadão pode constituir territórios dissidentes, ou seja, espaços apropriados pela autogestão e pela autonomia individual e coletiva, críticos do status quo, da verticalização, da hetoronomia e do poder instituído; percursor de uma sociedade pautada pela horizontalidade com a implantação do poder instituinte. Como metodologia, utilizou-se a pesquisa qualitativa, com a aplicação de questionários, pesquisa bibliográfica e em campo, interpretados à luz da dialética e valendo-se da análise de discurso. Considerando os espaços simbólicos, representativos de um poder verticalizado, da Praça da Matriz, do Largo da Prefeitura Municipal de Porto Alegre (Praça Montevidéu) e a região onde está localizada a sede do Jornal Zero Hora, ou seja, a Avenida Ipiranga, as ações promovidas durante a primeira fase das Jornadas de Junho de 2013 e, ainda, o discurso dos entrevistados, entende-se que os movimentos sociais, ao criticarem o sistema vigente e ao defenderem uma nova organização social, podem, a partir da apropriação do espaço e durante sua ação, formar territórios dissidentes.Social movements - holders of collective identity - can form dissident territories from the appropriation of spaces representing the status quo, that is, structures belonging to the established power. In this way, social movements, as a socio-spatial practice, become molders of space, since insurgent practices have the force and pressure to reorganize it. Citizen protagonism can constitute dissident territories, that is, appropriate spaces for self-management and individual and collective autonomy, critics of the status quo, verticalization, hetoronomy and instituted power; the precursor of a society based on horizontality with the implantation of the instituting power. As a methodology, we used qualitative research, with the application of questionnaires, bibliographical and field research, interpreted in the light of dialectics and using discourse analysis. Considering the symbolic spaces Praça da Matriz, Largo da Prefeitura Municipal de Porto Alegre (Praça Montevidéu) and the region in Ipiranga Avenue where the Zero Hora Newspaper headquarters is located, all of these places representative of a vertical power, the actions promoted during the first phase of the Jornadas de Junho de 2013, and also the discourse of the interviewees, it is understood that social movements, by criticizing the current system and by defending a new social organization, can form dissident territories from the appropriation of space and during their action.
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Sousa, Bárbara Fernandes de. "Políticas do reconhecimento e o direito à educação: uma análise a partir das influências de Axel Honneth, Charles Taylor e Paul Ricoeur." Universidade Católica de Petrópolis (UCP), 2015. https://repositorio.ufjf.br/jspui/handle/ufjf/6712.
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PROQUALI (UFJF)
O presente estudo traz uma análise das Políticas do Reconhecimento e do direito à educação à luz das influências de três grandes filósofos: Axel Honneth, Charles Taylor e Paul Ricoeur. Cada um, a seu modo, contribui de forma especial para a composição de teorias normativas e éticas sobre o reconhecimento do sujeito que leva à conquista da autonomia, da capacidade e da dignidade de ser. A pesquisa visa demonstrar que o reconhecimento é tanto um pressuposto da educação (sob o aspecto formal) quanto a educação é um caminho para o reconhecimento material. A contribuição filosófica de Ricoeur ganha centralidade, pois amplia o horizonte do reconhecimento e não o restringe à ideia de luta. Ele inova com a lógica do dom, momento em que nos põe a refletir sobre a importância de se cultivar e estimular a troca de valores como a solicitude, o respeito, a cooperação e a gratidão na convivência social. Ademais, dissecando conceitos como identidade e autonomia, sempre em atenção à pessoa enquanto fundamento ontológico, é possível perceber a educação como o fio condutor que nos concede a chance de vivermos bem, em paz, com e para os outros, em instituições mais justas dentro de uma perspectiva ética.
This study focuses on analyzing the Politics of Recognition and the right to education under the influences of three great philosophers: Axel Honneth, Charles Taylor and Paul Ricoeur. Each of them, in their own way, give a special contribution to compose normative and ethical theories about the recognition of the subject that leads to reach the autonomy, the capacity and the dignity of being. The research aims to demonstrate that recognition is, on one hand, an assumption of education (under the formal aspect) and, on the other hand, education works to achieve the substantial recognition. The philosophical contribution of Ricoeur is essential, because it broadens the horizon of recognition and does not limit it by the idea of struggle/conflict. Ricoeur innovates with the economy of the gift, which puts us to reflect about the importance of cultivating and encouraging the exchange of such relevant values as care, respect, cooperation and gratitude in social life. Besides, dissecting concepts as identity and autonomy, focusing at the person in its ontological foundation, we can see education as the thread that gives us a chance to live a good life, in peace, with and for others, in just institutions under an ethical perspective.
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Souza, Luiz Gustavo Silva. "Uma nova etapa: juventude e experiências de ingresso no ensino médio." Universidade Federal do Espírito Santo, 2007. http://repositorio.ufes.br/handle/10/6671.
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Previous issue date: 2007-05-11Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
O ensino médio passa por uma fase de expansão no Brasil, com aumento do número de matrículas. Os modos atuais de organização social e do trabalhoexigem esforços de hiper-formação e impõem novos desafios à construção de cidadania e de democracia. A educação formal e o ensino médio em específico devem ser pensados não só em termos quantitativos, mas também qualitativos. Torna-se relevante estudar as relações estabelecidas entre os jovens e as escolas, investigar os efeitos da escolarização, as ações dos jovens e suas possibilidades de participação. O presente trabalho teve como objetivo investigar as experiências de ingresso de jovens de classes populares no ensino secundário, apreendendo possíveis transformações na construção da identidade e nas representações de escola e de ensino médio. Participaram desta pesquisa 120 estudantes, 61 meninas e 59 meninos, ingressantes em uma escola pública de ensino médio localizada em Viana, ES, com idades entre 14 e 16 anos. A coleta dos dados se deu em dois momentos diferentes do ano de 2006: fevereiro (início do ano letivo) e setembro. O método utilizado incluiu a aplicação de questionários discursivos, com questões abertas e exercícios de evocação, além de entrevistas baseadas em roteiro semi-estruturado. Os dados foram tratados por meio de análise de conteúdo temática e do software EVOC. Compararam-se os resultados obtidos em cada etapa da coleta segundo o momento da escolarização (início e meio do ano) e segundo gênero. No início do ano, a escola foi associada integralmente a valores positivos: amadurecimento e futuro promissor. Verificou-se, junto aos estudantes, um auto-apelo para estudar mais e tornar-se mais responsável e preocupado com o futuro, embora não esperassem, em geral, encontrar um ambiente propício ao protagonismo juvenil. No meio do ano, os valores positivos permaneceram hegemônicos. A educação e a escolarização continuaram a ser percebidas principalmente como o caminho para um futuro melhor. Entretanto, surgiram valores negativos, como a percepção de precariedade no uso dos espaços físicos. Com pequena representatividade, apareceram as idéias de que as matérias são inúteis, de que os professores são ruins e de que o futuro pessoal e profissional é incerto. Os colegas foram mais claramente divididos em subgrupos por afinidade. O bom professor foi caracterizado como empático e capaz de contextualizar o conhecimento. O ensino médio continuou a ser visto como uma nova etapa de preparação, mais exigente e que envolve mais responsabilidade. O discurso de que o ensino médio é importante para o futuro, para fazer faculdade e para o trabalho, se fortaleceu. Ao mesmo tempo, a escola continuou a ser encarada como naturalmente ligada à heteronomia. As possibilidades de participação ativa nas formas de organização escolar, em sua programação de atividades e em sua normatização, pareceram diminuir. A representação de bom aluno continuou fortemente associada aos valores escolares tradicionais de obediência e esforço. Ao comparar os dois momentos estudados, verificou-se a existência de dois caminhos hegemônicos para a escolarização: adequação (continuar a apostar na escola, ser bom aluno, esforçado e obediente) e negação (desprezar as regras e processos escolares). A discussão dos dados aponta para a importância das estratégias de promoção da autonomia no cotidiano escolar do ensino médio e do fornecimento de bases materiais para outras construções identitárias. O primeiro ano de escolarização secundária apareceu como momento estratégico para propor inovações na experiência escolar.
Nowadays, high school education is expanding in Brazil in terms of number of students. Current ways of social and labor organization demand high levels of qualification and impose new problems to the construction of democracy in human relations. To understand and correct these problems, education must be analyzed not only from a quantitative perspective, but also from a qualitative one. It is important to study the relations between adolescents and schools and to investigate students representations and activities. The present work aims at understanding the first high school education experiences in low SES students, considering possible transformations in their social representations and identities. A hundred and twenty students participated in this research: 61 girls and 59 boys, aged 14 to 16 years old, freshmen of a public high school located in Viana, Brazil. We collected data in two different moments: February 2006 (beginning of the school year) and September 2006. The method included questionnaires, free evocation techniques and semi-structured interviews. For data analyses, we used content analysis and the EVOC software. We compared the results obtained in the two moments of data acquisition, based on period (beginning and half of the school year) and gender. In the beginning of the year, students associated the school entirely with positive values, such as maturity and promising future . Students hoped to study more and to become more responsible and concerned about the future. However, they did not expect to find a favorable environment for youth participation. In September, positive values still existed and were hegemonic, but there were also negative values associated to school. The perception that the school infra-structure was not well used is an example. Other negative perceptions appeared but were less representative: the ideas that the classes were useless, that the teachers were bad and that the professional future was uncertain. School mates were more clearly divided in subgroups. The representation of good teacher included empathy and the ability to contextualize knowledge. Education continued to be perceived mainly as the path to a better future. High school continued to be seen as a new stage of this preparation, which is more demanding and more associated with responsibility. The idea that high school education is important for their professional future was stronger. At the same time, school continued to be faced as naturally tied to heteronomic human relations. Possibilities of active participation in school organization seemed to be weaker. The representation of good student continued to be strongly linked to traditional school values such as obedience and effort. As we compared the two moments (beginning and half of the school year), we verified the existence of two hegemonic paths in high school experiences: submission (to invest in school, to be a good student, to be obedient) and rejection (to despise school rules and processes). We discuss the importance of strategies to produce autonomy in high school education, basing other possibilities for identity construction. The first high school year seems to be a favorable moment to propose those strategies.
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Salas, Soneira Miguel. "Acción socioeducativa y locura. Tramas, narrativas y experiencias en el ámbito de la salud mental en Galicia." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/405844.
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La investigación aborda los mundos locales de experiencia donde las dinámicas interpersonales conectan lo corpóreo a lo colectivo, determinando la realidad de la locura. En escenarios variados y desde distintos puntos de vista, busca discernir las condiciones de posibilidad para una actuación socioeducativa basada en la experiencia y en el acontecimiento. Se centra muy especialmente en las tramas de significado, en las narrativas biográficas y en las experiencias de las personas diagnosticadas (contando también con testimonios de familiares y profesionales) a efectos de entender los mecanismos por los cuales los sujetos llegan a identificarse con, o a contestar, las representaciones hegemónicas que indican el modo en que debe vivirse la locura como enfermedad. En estos universos intersubjetivos se generan juegos de poder y contra poder a partir de los que se constituyen identidades diversas, al tiempo que se producen, reproducen o impugnan los marcos de referencia dominantes para el sufrimiento psíquico.
La conceptualización de la acción socioeducativa gira en torno a las formas interpretativas de aquello que las coordenadas del régimen de normalidad establece como patológico, disfuncional, desviado o deficitario. A partir de un distanciamiento crítico de dichas nociones, se propone la articulación de un enfoque con el que abordar la pluralidad y complejidad de las expresiones del malestar humano. En esta perspectiva, el constructo esquizofrenia-psicosis-locura se examina más que atendiendo a sus variadas definiciones, admitiendo los controvertidos sentidos y significados que se ponen en juego mediante su uso.
La tarea político-educativa se inscribe en el empeño de crear una serie de condiciones para la actuación, facilitando nuevas identificaciones y tránsitos a los sujetos –entendidos tanto individual, como colectivamente-, desde la construcción de sus propias biografías, historia social y de sus propios sentidos. En este contexto, se realiza el trazado de cómo y en relación a qué marcos de referencia, identidades y escenarios, se desarrollan estrategias para la construcción de la autonomía y la gestión del sufrimiento. La problematización de estos elementos se destaca como piedra de toque de una actuación educativa en materia de salud mental, cuya razón de ser radica en acoger y/o en dar inicio a lo diferente, más allá de categorías diagnósticas estancas.
En contraposición al Modelo Médico Hegemónico que expulsa la voz narrativa de las personas de la comprensión de aquello que les sucede, individualizando y privatizando el sufrimiento, se propone una aproximación que reconoce la evidencia social del mismo, así como a los sujetos de la aflicción la condición de agentes de sus realizaciones vitales. Desde ahí, se recuperan temas fundamentales vinculados a la educación, los cuales se vinculan con las formas en que el malestar no solamente es comprendido, sino también examinado, pautado, controlado o transformado.
Con un enfoque metodológico cualitativo (relatos biográficos y grupos de discusión), los principales resultados ponen de relieve la necesidad de tomar en consideración los procesos de producción de subjetividades disidentes dentro de contextos lábiles, no impositivos o jerárquicos, donde la semántica y las formas relacionales puedan disentir de las predominantes en los dispositivos asistenciales. Se reconoce el potencial de estos niveles de actuación, alejados de cualquier lógica individualizadora y tutelar que impida la emergencia de sujetos críticos, en orden a transformar las condiciones de producción de la opresión y/o el malestar.The research addresses local worlds of experience where interpersonal dynamics connect corporeal states to collective realities which determine the reality of madness. In diverse scenarios and from different points of view, this analysis seeks to discern the conditions of possibility for a socio-educational action based on experience and occurrence. It focuses in particular on the frames of meaning, on biographical narratives, as well as on the experiences of diagnosed people (and also in the testimonies of their families and professionals) in order to understand the mechanisms by which the subjects come to identify themselves or disagree with the hegemonic representations that set out the way in which we should live madness as a disease. In these intersubjective universes power and anti-power games come into play and they generate diverse identities, and at the same time, the dominant benchmarks related to how psychological suffering is produced, recreated and refuted. The socio-educational action revolves around the interpretative forms of phenomena that the normality regime establishes as pathological, dysfunctional or deviant. Based on a critical detachment of these notions, the approach addresses the plurality and complexity of the expressions of human discomfort. The political-educational task is based on the pretext of enabling new identifications and transitions for these subjects, from the construction of their own biographies, their social records and their own sense experiences. Closely related to benchmarks, identities and scenarios, this work outlines how strategies are developed for the construction of autonomy and the management of suffering. The problematization of these elements stands out as a touchstone for an educational action whose raison d'être lies in welcoming or initiating that which is different, beyond rigid diagnostic categories.
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Mörtzell, Kajsa. "Motivation och identitet : En studie om ungas deltagande i ideella konstnärliga projekt." Thesis, Högskolan i Skövde, Institutionen för teknik och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8326.
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Studiens syfte är att ur ett symbolisk interaktionistiskt synsätt försöka förstå vad som motiverar vuxna amatörskådespelare, amatörsångare och amatörmusikalartister att delta i ideella konstnärliga projekt. Något annat som studien tar reda på är om konstutövandet och gruppen de deltar i har någon inverkan på individens identitet och identitetsskapande. Genom nio semistrukturerade intervjuer skapas en förståelse kring motivationen och identitetsskapandet. Detta förklaras sedan genom motivationsteorier samt teorier kring identiteten, där det visar sig att gemenskapen i gruppen, konstnärlig utmaning och utveckling, deltagandet i den konstnärliga processen, känslan av flow, själva utförandet och dess påverkan på välbefinnandet, viljan att uttrycka sig samt personlig utveckling var de huvudsakliga motivationsfaktorerna. Det visar sig även att både det konstnärliga utförandet och gruppen har en inverkan på individens identitet och identitetsskapande.The purpose of this study is, from a symbolic interactionistic perspective, to try to understand what motivates adult amateur actors, amateur singers and amateur musical artists to participate in non-profit artistic projects. The study also determines whether art practice and the group attending have any impact on the individual's identity and identity formation. Nine semi-structured interviews have been done to get a deeper understanding about the motivation and identity creation. The data from the interviews shows that social belonging, artistic challenge and development, participation in the artistic process, the sense of flow, the desire to express oneself as well as personal development were the main motivation factors. It also shows that both the artistic performance as well as the group had an impact on the individual's identity and identity formation. The data are then explained by motivation theories and theories of identity.
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Sparger, Todd. "AN INVESTIGATION OF IMPLEMENTATIONS OF SMALLER LEARNING COMMUNITIES IN FLORIDA HIGH SCHOOLS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2544.
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The issue of high school reform has received national attention during the first part of the 21st century. One idea brought forth in this restructuring effort has been the desire to create high schools with smaller student populations. However, in an era of tight budgets, where resources are not always available to build more schools, educators have explored the possibility of dividing existing large high schools into smaller units. This restructuring approach has many titles, but is frequently referred to as a Smaller Learning Community (SLC). Since 2000, the federal government has pledged $245 million to schools willing to create SLCs. This research has studied the schools in Florida that have received the federal implementation grant and have established SLCs. The 39 Florida high schools that were awarded the federal grant in 2000, 2001, and 2002 served as the population for this study. Twenty schools in the population completed a 45-item survey which measured implementation of five key SLC elements:(a) accountability, (b) autonomy, (c) identity, (d) instructional focus, and (e) personalization. Based on the survey results, an implementation score was determined for each participating school. Based on 5-point Likert scale (with a not applicable option) for the 35 questions that pertained to the five elements, a total score of 175 was the maximum amount possible. Individual responding school scores ranged from 104.7 - 157.1. The overall implementation score was also correlated with selected school indicators. Survey respondents also provided rationale for the implementation of SLCs and perceived benefits to students, teachers, and parents. In general, the survey respondents agreed that SLCs at their schools addressed the five key elements. The implementation scores and teacher comments, however, provided evidence that the levels of implementation of SLCs across the state varied in terms of the elements. Suggestions for future research and educational practices are providedEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Hansson, Michelle Folashade. "Signifying in Toni Morrison’s Beloved." Thesis, Högskolan i Gävle, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29729.
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This essay discusses how language, culture and spirituality are intertwined and used as a defensive mechanism as well as an identity marker, with strong emphasis on Toni Morrison’s Beloved. Language is not just a means of communication, but an interweaving of cultural nuances and a means of establishing identity, demanding autonomy and defying powerlessness. Language is a tool that is embedded in the culture and traditions as well as the experiences of the user of that language. In Morrison’s Beloved, language is not just words used for the purpose of communication, but as a link between that which is real and that which is not; as a representation of a culture that celebrates the importance of remembering – linking the present with the past in a continuum that is particular to the culture, tradition and beliefs of the users. It also symbolises a means of defiance to powerlessness, by defecting from the norm. In Morrison’s Beloved, language as vernacular or “Black Man’s Talk” is characterised by puns, taunts, double-meanings and innuendos that are particular to the Black Race as a way of rejecting the status quo, of defying the white man’s language; of saying “Ah kin signify all Ah please, …., so long as Ah know what Ah’m talkin’ about” (Gates 212).
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Rossouw, Theresa Marie. "Identity, personhood and power : a critical analysis of the principle of respect for autonomy and the idea of informed consent, and their implementation in an androgynous and multicultural society." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19906.
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Thesis (PhD)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Autonomy and informed consent are two interrelated concepts given much prominence in contemporary biomedical discourse. The word autonomy, from the Greek autos (self) and nomos (rule), originally referred to the self-governance of independent Hellenic states, but was extended to individuals during the time of the Enlightenment, most notably through the work of Immanuel Kant and John Stuart Mill. In healthcare, the autonomy model is grounded in the idea of the dignity of persons and the claim people have on each other to privacy, self-direction, the establishment of their own values and life plans based on information and reasoning, and the freedom to act on the results of their contemplation. Autonomy thus finds expression in the ethical and legal requirement of informed consent. Feminists and multiculturalists have however argued that since autonomy rests on the Enlightenment ideals of rationality, objectivity and independence, unconstrained by emotional and spiritual qualities, it serves to isolate the individual and thus fails to rectify the dehumanisation and depersonalisation of modern scientific medical practice. It only serves to exacerbate the problematic power-differential between doctor and patient. Medicine is a unique profession since it operates in a space where religion, morality, metaphysics, science and culture come together. It is a privileged space because health care providers assume responsibility for the care of their patients outside the usual moral space defined by equality and autonomy. Patients necessarily relinquish some of their autonomy and power to experts and autonomy thus cannot account for the moral calling that epitomizes and defines medicine. Recognition of the dependence of patients need not be viewed negatively as a lack of autonomy or incompetence, but could rather reinforce the understanding of our shared human vulnerability and that we are all ultimately patients. There is however no need to abandon the concept of autonomy altogether. A world without autonomy is unconceivable. When we recognise how the concept functions in the modern world as a social construct, we can harness its positive properties to create a new form of identity. We can utilise the possibility of self-stylization embedded in autonomy to fashion ourselves into responsible moral agents that are responsive not only to ourselves, but also to others, whether in our own species or in that of another. Responsible agency depends on mature deliberators that are mindful of the necessary diversity of the moral life and the complex nature of the moral subject. I thus argue that the development of modern individualism should not be rejected altogether, since we cannot return to some pre-modern sense of community, or transcend it altogether in some postmodern deconstruction of the self. We also do not need to search for a different word to supplant the concept of autonomy in moral life. What we rather need is a different attitude of being in the world; an attitude that strives for holism, not only of the self, but also of the moral community. We can only be whole if we acknowledge and embrace our interdependence as social and moral beings, as Homo moralis.
AFRIKAANSE OPSOMMING: Outonomie en ingeligte toestemming is twee nou verwante konsepte wat beide prominensie in moderne bioetiese diskoers verwerf het. Die woord outonomie, van die Grieks autos (self) en nomos (reël), het oorspronklik verwys na die selfbestuur van onafhanklike Griekse state, maar is in die tyd van die Verligting uitgebrei om ook na individue te verwys, grotendeels deur die werk van Immanuel Kant en John Stuart Mill. In medisyne is die outonomie model gegrond op die idee van die waardigheid van die persoon en die beroep wat mense op mekaar het tot privaatheid, selfbepaling, die daarstelling van hulle eie waardesisteem en lewensplan, gebasseer op inligting en redenasie, en die vryheid om op die uitkoms van sulke redenasie te reageer. Outonomie word dus vergestalt in die etiese en wetlike bepaling van ingeligte toestemming. Feministe en multikulturele denkers beweer egter dat, siende outonomie gebasseer is op die Verligting ideale van rasionaliteit, objektiwiteit en onafhanklikheid, sonder die nodige begrensing deur emosionele en spirituele kwaliteite, dit die individu noodsaaklik isoleer en dus nie die dehumanisering en depersonalisering van moderne wetenskaplike mediese praktyk teenwerk nie. As sulks, vererger dit dus die problematiese magsverskil tussen die dokter en pasiënt. Die beroep van medisyne is ‘n unieke professie aangesien dit werksaam is in die sfeer waar geloof, moraliteit, metafisika, wetenskap en kultuur bymekaar kom. Dit is ‘n bevoorregde spasie aangesien gesondheidswerkers verantwoordelikheid vir die sorg van hulle pasiënte aanvaar buite die gewone morele spasie wat deur gelykheid en outonomie gedefinieer word. Pasiënte moet noodgedwonge van hulle outonomie en mag aan deskundiges afstaan en outonomie kan dus nie genoegsaam die morele roeping wat medisyne saamvat en definieer, vasvang nie. Bewustheid van die afhanklikheid van pasiënte hoef egter nie in ‘n negatiewe lig, as gebrek aan outonomie of onbevoegtheid, beskou te word nie, maar moet eerder die begrip van ons gedeelde menslike kwesbaarheid en die wete dat ons almal uiteindelik pasiënte is, versterk. Dit is verder nie nodig om die konsep van outonomie heeltemal te verwerp nie. ‘n Wêreld sonder outonomie is ondenkbaar. Wanneer ons bewus word van hoe die konsep in die moderne wêreld as ‘n sosiale konstruk funksioneer, kan ons die positiewe aspekte daarvan inspan om ‘n nuwe identiteit te bewerkstellig. Ons kan die moontlikheid van self-stilering, ingesluit in outonomie, gebruik om onsself in verantwoordelike morele agente te omskep sodat ons nie slegs teenoor onsself verantwoordelik is nie, maar ook teenoor ander, hetsy in ons eie spesie of in ‘n ander. Verantwoordelike agentskap is afhanklik van volwasse denkers wat gedagtig is aan die noodsaaklike diversiteit van die morele lewe en die komplekse aard van die morele subjek. Ek voer dus aan dat die ontwikkeling van moderne individualisme nie volstrek verwerp moet word nie, siende dat ons nie na ‘n tipe premoderne vorm van gemeenskap kan terugkeer, of dit oortref deur ‘n postmoderne dekonstruksie van die self nie. Ons het verder ook nie ‘n nuwe woord nodig om die konsep van outonomie in die morele lewe mee te vervang nie. Ons het eerder ‘n ander instelling van ons menswees in die wêreld nodig; ‘n instelling wat streef na volkomendheid, nie net van onsself nie, maar ook van die morele gemeenskap. Ons kan slegs volkome wees wanneer ons ons interafhanklikheid as sosiale en morele entiteite, as Homo moralis, erken en aangryp.
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Bedi, Tarini. "Ethnonationalism and the politics of identity : the cases of Punjab and Assam." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28244.
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This analysis addresses the relationship between pre-political cultural identity and political outcomes. It posits that the political mobilization of sub-national groups cannot be understood without an examination of the cultural processes of identity formation. The analysis engages cultural discourse and its organization as an explanatory factor in the examination of the variation in ethnic political outcomes. Hence, important questions about ethnonational conflict can be answered by engaging the levels at which identity is constructed and reshaped through cultural discourse. It shifts the arena of analysis from the state to the ethnic groups themselves. The two empirical cases analyzed are that of Sikh nationalism in Punjab and 'ethnic' Assamese nationalism in Assam.
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Freitas, Maristela Sousa e. "O processo de identidade de jovens que passaram por acolhimento institucional." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21544.
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
This study aims to investigate the identity process of young people who have been institutionalized in some period of their lives. By apprehending the meanings which were disclosed, we highlight how much being institutionalized hinders metamorphosis movements toward emancipation and which other emancipatory possibilities, around these young people, allow them to constitute and selfdetermine themselves overcoming the adversities. We stem from the empirical experience, using life trajectory narratives, and historical materialism as method to make a social group visible. From all histories heared which contextualized this work, we chose one to conduct a study on the identity process. The theoretical framework is sustained by the sintagma identity-metamorphosis-emancipation of Ciampa ([1987] 2011), besides other authors such as Goffman (1961), Habermas (1987), Berger and Luckmann (2014) and others who brought contributions aligned to the Critical Social Psychology. In the analysis of one of the histories with emancipatory characteristics, Sofia”s revealed that emancipation and activity are the focus of this study. Sofia”s story made possible to understand that in her narrative, there were many difficulties which produced the process of sameness for a long time. Sameness was only overcome when Sofia began to be heard and recognized by others in her rights. By performing her activities and being recognized, the narrator kept modifying herself, allowing metamorphosis with emancipatory direction. When gathered the possibilities around her, of being loved and cherished by a family, Sofia came to a quality in the metamorphosis indicated as mesmidade, the integration of thinking/doing. The singularity of Sofia”s history, representing the universal, revealed that metamorphosis with emancipatory fragments are possible if there are possibilities around the individual
Este estudo buscou investigar o processo identitário de jovens que passaram pelo acolhimento institucional em alguma fase de suas vidas. Ao apreender os sentidos revelados, trouxemos o quanto ser institucionalizado impede movimentos de metamorfose em direção à emancipação e quais outras possibilidades de caráter emancipatório, ao entorno destes jovens, permitem se constituírem diferentes e se autodeterminarem vencendo as adversidades. Partimos do empírico, por meio das narrativas de história de vida e do materialismo histórico dialético, como método para tornar visível um grupo social. De todas as histórias ouvidas que contextualizaram esse trabalho, escolhemos uma delas para fazer um estudo do processo identitário. O arcabouço teórico está sustentado pelo sintagma-identidade-metamorfose-emancipação de Ciampa (1987; 2011), além de outros autores, Goffman (1961), Habermas (1987), Berger e Luckmann (2014) e outros que trouxeram contribuições alinhadas à Psicologia Social Crítica. Da análise de uma das histórias com características emancipatórias, a história de Sofia revelou-nos que as categorias atividade e emancipação são o foco deste estudo. A história de Sofia possibilitou compreender que em sua narrativa ocorreram várias dificuldades que produziram o processo de mesmice durante muito tempo. A mesmice foi vencida apenas quando Sofia começou a ser escutada e reconhecida pelos outros, em seus direitos. Ao desempenhar suas atividades e se ver reconhecida, a narradora foi se modificando, permitindo metamorfoses com sentidos emancipatórios. Ao ser reunido em seu entorno, as possibilidades de ser amada e querida por uma família, Sofia chegou a uma qualidade na metamorfose indicada como mesmidade, a integração do pensar/fazer. A singularidade da história de Sofia, representando o universal, revelou que metamorfoses com fragmentos emancipatórios são possíveis se houver possibilidades no entorno do sujeito
45
Ahmed, Farah. "Pedagogy as dialogue between cultures : exploring halaqah : an Islamic dialogic pedagogy that acts as a vehicle for developing Muslim children's shakhsiyah (personhood, autonomy, identity) in a pluralist society." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278513.
Full textAbstract:
This thesis presents an argument for the use of dialogic halaqah to develop the personal autonomy of young Muslims in twenty-first century Britain. It begins by developing a theoretical grounding for Islamic conceptualisations of personal autonomy and dialogic pedagogy. In doing so, it aims to generate dialogue between Islamic and ‘western’ educational traditions, and to clarify the theoretical foundation of halaqah, a traditional Islamic oral pedagogy, that has been adapted to meet the educational needs of Muslim children in contemporary Britain. Dialogic halaqah is daily practice in two independent British Muslim faith-schools, providing a safe space for young Muslims to cumulatively explore challenging issues, in order to facilitate the development of selfhood, hybrid identity and personal autonomy, theorised as shakhsiyah Islamiyah. This thesis examines the relationship between thought, language, and the development of personal autonomy in neo-Ghazalian, Vygotskian and Bakhtinian traditions, and suggests the possibility of understanding shakhsiyah Islamiyah as a dialogical Muslim-self. This theoretical work underpins an empirical study of data generated through dialogic halaqah held with groups of schoolchildren and young people. Using established analytic schemes, data from these sessions are subjected to both thematic and dialogue analyses. Emergent themes relating to autonomy and choice, independent and critical thinking, navigating authority, peer pressure, and choosing to be Muslim are explored. Themes related to halaqah as dialogic pedagogy, whether and how it supports the development of agency, resilience and independent thinking, and teacher and learner roles in halaqah, are examined. Moreover, findings from dialogue analysis, which evaluates the quality of educational dialogue generated within halaqah, that is, participants’ capacity to engage in dialogue with each other, as well as with an imagined secular other, are presented. The quality of the dialogic interactions is evaluated, as is evidence of individual participant’s autonomy in their communicative actions.
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Chouiref, Fatiha. "La question amazighe en Algérie : le passage d’une revendication culturelle et linguistique au pouvoir politique." Thesis, Pau, 2018. http://www.theses.fr/2018PAUU2043/document.
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Cette thèse porte sur la structure interne et les relations extérieures du berbérisme en Algérie, et le passage de cette tendance d’une revendication culturelle et linguistique à des demandes politiques autonomistes, au nom de l’amazighité du pays et l’antériorité de l’existence du peuple Amazigh sur son territoire. Ce peuple autochtone, présent dans tous les pays de l’Afrique du Nord, l’Afrique subsaharienne et dans les îles Canaries, jouit d’une particularité dans l’épreuve algérienne. En effet, la mobilisation berbériste est passée d’une revendication pour plus de valorisation culturelle et linguistique à une protestation politique qui ambitionne l’autonomie, voir l’autodétermination de la région de Kabylie.Afin d’arriver à une explication objective et épistémologique de la spécificité berbère en Algérie, incarnée essentiellement par la composante kabyle, nous procédons à un tour d’horizon de la situation des Amazighs dans les pays du Maghreb, dans une approche comparative qui nous aidera à comprendre l’enjeu de l’amazighité dans le passé et le présent. Nous avons opté pour la comparaison, car nous partons du principe que les sciences humaines et sociales ont construit leur perception scientifique du monde à travers des paradigmes et des branches comparatifs : politique comparée, droit comparé, sociologie comparée, etc. Nous estimons également que la comparaison s’impose aujourd’hui comme une nécessité pour comprendre les réalités politiques et sociales. Cet apport, initié en grande partie par Emile Durkheim, a fait de la comparaison un des mécanismes indispensables des études découlant des sciences humaines et sociales.Les travaux sur les droits des minorités et des peuples autochtones gagnent davantage du terrain dans les sciences humaines et sociales. La pertinence de ce champ d’étude est remarquable dans sa pluridisciplinarité. En conséquence, l’étude de chaque peuple requiert la fusion de toutes les principales mentions en sciences humaines et sociales. Des mentions à la fois distinctes et complémentaires. L’ouverture d’une analyse dans le cadre d’une discipline donnée est forcément susceptible d’orienter le travail du chercheur vers d’autres spécialités, étudiant divers aspects de la réalité humaine sur le plan de l'individu et sur le plan collectif.Notre travail d’analyse politico-juridique, qui nécessite un traitement pluridisciplinaire, comporte des aperçus historiques, ainsi que des notions économiques, géographiques, ethnologiques, sociologique et anthropologiques, jugées nécessaires pour une meilleure compréhension du cas algérienThis doctoral thesis focuses on the internal structure and external relations of the Berber Identity Movement in Algeria, and the transition from a cultural and linguistic claim to autonomic and political demands. The Berber militants want to approve the precedence of the existence of the Amazigh people on its territory. These indigenous peoples are present in all the countries of North Africa, sub-Saharan Africa and the Canary Islands. The Algerian Berbers are different. Indeed, the Berber mobilization, especially the Berbers of Kabylia, moved from a claim of increasing the value of their culture and language to a political protest which aspires to autonomy and selfdetermination of the Kabylia area.To achieve to an objective and epistemological explanation of the Berber specificity in Algeria, we will analyze the Amazigh’s situation in Maghreb countries. We will use a comparative approach that will help us to understand the Amazigh’s challenge in the past and the present. We opted for comparison because we assume that the human and social sciences have constructed their scientific perception of the world through paradigms and comparative branches: comparative politics, comparative law, comparative sociology, etc. We also believe it’s important to compare to understand political and social realities. This idea, initiated by Emile Durkheim, has made comparison one of the indispensable mechanisms of humanities and social sciences.The studies on minorities and indigenous people’s rights are more present in the humanities and social sciences, with more multidisciplinary. We mean that the study of each minority or indigenous group requires a complementary fusion of all the humanities and social sciences fields, for a better comprehension of the individual and collective human realities.Our political-legal analysis, which requires a multidisciplinary treatment, includes historical insights, as well as economic, geographical, ethnological, sociological and anthropological notions, which are necessary for a better understanding of the Algerian and Berber identity question
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CAPISTRANO, FILHO João. "O educador e a educação de resistência sob o prisma da Dialética Negativa de Adorno." http://www.teses.ufc.br, 2011. http://www.repositorio.ufc.br/handle/riufc/3233.
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CAPISTRANO FILHO, João. O educador e a educação de resistência sob o prisma da dialética negativa de Adorno. 2011. 101f.Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2011.Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-09T12:48:03Z No. of bitstreams: 1 2011_Tese_JCapistrano Filho.pdf: 788228 bytes, checksum: 06cc992f9bea60bd3c20f357ca04ee22 (MD5)
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O objetivo do presente trabalho é fazer uma reflexão sobre a função do educador como protagonista de uma educação de resistência. A reflexão sobre a educação de resistência se pauta no modelo adorniano de pensar a realidade social sob o prisma da dialética negativa. A realidade refletida pelo educador é a educação social do sujeito que determina o seu modo de ser a partir dos primeiros contatos com a sua cultura por meio dos familiares ou por quem o cerca. A educação de resistência reflexiona a educação social à medida que desconstrói a identidade do princípio da dominação que subsiste na sociedade moderna através do modelo de produção capitalista. A dominação se expressa no capitalismo tardio por meio da indústria cultural cujo corolário é fabricar no sujeito necessidades que o leve, compulsivamente, a consumir mercadorias como um meio de inserção social. A indústria cultural transforma o coletivo social em instrumento de pressão sobre os indivíduos. Para Adorno, ao tentar abranger todo o corpo social a indústria cultural age como falsa totalidade. A educação de resistência faz um mergulho dialético sob a pretensão da indústria cultural em se tornar totalidade fabricando comportamentos agregados aos anúncios de venda de mercadorias. A dialética negativa atuando como suporte da educação de resistência reflexiona a ação controladora da indústria cultural que inibe a autonomia do sujeito e ao mesmo tempo a vende como comportamento fabricado. A educação de resistência é um modelo de educação em que o educador insta o sujeito a ter o pensar como práxis à medida que se relaciona com a multiplicidade que compõe o mundo social. Adorno entende que pensar é agir. Para a educação de resistência pensar a educação social é criar a possibilidade de agir contra o princípio da dominação que se manifesta na sociedade administrada pelo capital.
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Pittet, Christophe. "Les pratiques artistiques dans le champ de l'insertion professionnelle comme support de construction identitaire dans le passage à la vie adulte." Thesis, Strasbourg, 2014. http://www.theses.fr/2014STRAG020/document.
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Cette recherche a pour objectif de comprendre la place et la fonction des pratiques artistiques chez les jeunes adultes à l’aide sociale inscrits dans un processus d’insertion professionnelle. En partant des conditions de la construction de l’identité dans le passage à la vie adulte et des transformations de l’Etat social, nous nous sommes intéressé à saisir les contours des pratiques artistiques et culturelles dans le champ du travail social comme une alternative au soutien à l’accès à la formation professionnelle des jeunes adultes. A partir d’une mesure d’insertion basée à Lausanne (Suisse) qui utilise les arts de la scène comme socle central de son accompagnement psychosocial, nous avons pu observer que les pratiques artistiques favorisent le développement de l’estime personnelle, le renforcement de la confiance et l’élargissement du réseau relationnel. Les supports artistiques sont également des vecteurs de socialisation professionnelle car ils contribuent à réinscrire les jeunes adultes dans un rythme, exigent des capacités d’adaptabilité et de flexibilité, ainsi que d’amélioration de leur savoir-être. Cette dimension utilitariste réinterroge les usages de l’art à des fins de normalisation des comportements de manière à répondre aux exigences professionnelles telles que l’esprit d’initiative et le sens des responsabilitésThis research aims to understand the place and function of artistic practices among young adults receiving social assistance who are part of a work integration process. Starting from conditions linked to development of identity in the transition to adulthood and the changes of the Social State, we were interested to understand how artistic and cultural practices in the field of social work may act as an alternative to support the access to vocational training in young adults. From an integration program developed in Lausanne (Switzerland), which uses the arts as the focal point for psychosocial support, we observed that artistic practices foster the development of self-esteem, strengthening confidence and extending the interpersonal network. Artistic media are also vectors of professional socialization because they may help young adults to be re-registered in a rhythm; they require adaptability and flexibility abilities and they tend to improve self-management skills. This utilitarian dimension reexamines the uses of art for the purpose of behavior standardization to meet professional requirements such as leadership and sense of responsibility
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Parmaksiz, Abdullah Umut. "Gray'." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12609149/index.pdf.
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In this study, John Gray&rsquos theory of value-pluralism is critically analyzed. Gray&rsquo
s modus vivendi, based on Isaiah Berlin&rsquo
s criticism of monism, is a theory that aims to create the conditions in which peace and diversity in late-modern societies can be protected. Gray argues that a legally pluralistic system where collectives have autonomy is more serving to peace than its liberal alternatives. This study argues that Gray fails to achieve its goal of promoting diversity. This is due to the fact that Gray&rsquo
s theory does not recognize &lsquo
personal autonomy&rsquo
and &lsquo
right of exit&rsquo
as standards for a legitimate regime. It is argued in this study that without &lsquo
personal autonomy&rsquo
and &lsquo
right of exit&rsquo
, legally pluralist systems curb the conditions that makes diversity possible and thereby work at the expense of diversity rather than for diversity.
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Lyreskog, David. "Enhancing Psychopaths : On the permissibility of enhancing moral capacities in violent recidivist psychopaths, through compulsory direct brain intervention." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-85025.
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Inom en snar framtid kan effektiva behandlingsmetoder mot antisocial personlighetsstörning komma att bli tillgängliga för användning. I denna uppsats driver jag en tes om hur vi på ett etiskt försvarbart sätt skulle kunna använda dessa metoder. Tesen begränsar sig till (1) tvångsbehandling (2) av våldsamma återfallsbrottslingar (3) som diagnostiserats med antisocial personlighetsstörning och psykopati, samt till (4) behandlingsmetoder som klassificeras som kapacitetsförbättringar riktade mot moralisk kompetens. Jag argumenterar för att vi har starka skäl att godta tesen, främst med hänseende på fördelarna det skulle innebära för patienten, potentiella brottsoffer, och samhället i stort. Jag diskuterar också de två allvarligaste invändningarna mot min tes – att behandlingen hotar patientens autonomi, respektive personliga identitet – men konstaterar slutligen att de inte tycks kunna falsifiera tesen.