Academic literature on the topic 'Plural socialisation'
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Journal articles on the topic "Plural socialisation":
Masclet, Camille. "Devenir parents de LGBT." Actes de la recherche en sciences sociales N° 249, no. 4 (August 29, 2023): 76–95. http://dx.doi.org/10.3917/arss.249.0076.
Guibert, Christophe. "Les déterminants dispositionnels du « touriste pluriel ». Expériences, socialisations et contextes." SociologieS, October 19, 2016. http://dx.doi.org/10.4000/sociologies.5688.
Dissertations / Theses on the topic "Plural socialisation":
Bensalem, Said. "Construction du rapport au risque professionnel et santé psychique au travail : une question de genre ? Le cas de conducteurs et conductrices de bus." Electronic Thesis or Diss., Toulouse 2, 2023. http://www.theses.fr/2023TOU20057.
In the field of the social and occupational psychology, it is at the crossroads of two research themes - health at work and occupational risk - that our research is situated, with the aim of analysing, the as yet little-documented, issue of inequalities in health at work between men and women.Our thesis looks at a counter-stereotypical occupational integration for women - in this case, female bus drivers - to examine, firstly, whether it is possible to establish differences in psychological health between these female bus drivers and their male counterparts, and secondly, whether these differences can be linked to gendered relationships to occupational risk, which is omnipresent in this profession.This analysis is being conducted from the angle of a psychosocial approach to relationships between spheres of life, based on the model of plural socialisation developed in the LPS-DT Laboratory: the aim is to look beyond the subjects' professional sphere alone (by taking into account experiences of risk in other spheres of life) in order to understand both the construction of health at work and the construction of the relationship to occupational risk and their interrelationships.The clinical approach adopted for this research mobilizes several methodologies: observation of the activity in situation, on board the buses; a task of verbal association around the notions of risk and occupational risk; individual interviews (three per subject). This in-depth approach was applied to a sample of six bus drivers employed by the same transport company.Analysis of the data collected showed that the differences identified between men and women do not so much concern the level of psychological health at work as the processes by which it is constructed.We were also able to establish the existence of differences in the relationship to occupational risk, characterised on the basis of singular articulations between several of its dimensions (representation of risk; coping strategies with risk; risk-taking behaviour): we also identified a 'male consonance' and a 'female dissonance' within these relationships.The study of intersignification processes to account for the construction of such gendered relationships to occupational risk showed that the extension of the field of intersignification also differs between female and male bus drivers; an extended field for women, a field 'limited' to professional experience for most of the men, which can have an impact on attitudes towards occupational risk and mental health at work.However, beyond these gendered differences, it is also the singular positions towards risk, presented by this or that subject within each sub-group - men/women - that the processes of intersignification of risk experiences in different areas of life can shed light on; personalisation opens up perspectives here which – without denying the effect of gendered acculturation – make it possible to go beyond them.The results of this thesis invite us to reconsider the place of occupational risk in the bus driver's job, with the aim to developing preventive practices. As well as being an objective variable linked to the work situation, risk must also be considered in its subjective dimension - the relationship to risk -, constructed at individual level, as we have shown, but also at the level of the work group, where it could be the subject of specific work as part of a prevention approach
Aim, Marie-Anastasie. "De la socialisation sanitaire à la santé comme phénomène représentationnel : socio-construction d'une "évidence"." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0350.
This thesis aims to question the genesis of the “common sense” meanings associated with health per se. Particular attention will be paid to the integration of health systems and socio-cultural systems into the content and processes of this phenomenon. It also explores the relationship between sex/gender and health, the issues of which are still relatively invisible. Motivated by the objectives of this thesis and by the characteristics specific to our research subject, “integrative” socio-representational approaches and pluri-methodological approaches were adopted. Thus, this thesis seeks to study the meanings associated with health while developing a theoretical-methodological reflection on the field of social representations. Nine studies were conducted with various populations. Results enabled to highlight the close link between health education and health for education. In general, participants have health-related knowledge that is both polysemic and polyphasic, and this from childhood. This active learning is the result of real-life experiences and “scientific” knowledge relayed by various actors. Health-related knowledge is embodied in and through the social roles and places that people occupy, particularly in relation to their imposed identities such as sex/gender and age group. At a theoretical-methodological level, this thesis invites us to consider the relevance of using an integrative socio-representational approach to think about complex phenomena as well as the need to articulate characteristics of the methods and characteristics of the research objects studied
Ramirez, Romero Aïda. "Héritage colonial et construction de l'école nationale : Discours, normes et pratiques de socialisations à une nation plurielle. Le cas du Belize." Electronic Thesis or Diss., Université Côte d'Azur, 2023. http://www.theses.fr/2023COAZ2023.
In this work, “nation” and “diversity” are thought and questioned together from the Education field. This dissertation brings elements that explain how identifications to a national category are constructed and naturalized. The reflections aim to decenter the idea that a nation is “one and homogenous” and to question the place that cultural differences occupy, in terms of inclusion and exclusion, in the discourses about the nation. Here, the concept of nation, as part of the Nation-state political model, is understood as a political and social construction. It is about Belize, historically colonized by Great Britain and independent from 1981, that like many other “new” nations after decolonization, were legitimized by an international power and was defined, demarcated, and “manufactured” from a State. The Education is a tool largely invested by States to diffuse representations and symbols that contribute to constructions of national identifications. The schools are also spaces where children socialize daily and construct identifications according to social categories. This research studies the ways in which actors of the educative system (institutions and schools) mobilize and transform, in historical accounts (texts, speeches, images, etc.) racial and ethnic categories which participate, in the schools, to the process of national incorporation and identification. In order to understand the complexity of the process of “nationalization” of students, this study combines three analytical approaches: the social history of the institutionalization of the colonial education; a sociology of actors in educational institutions responsible to write the national history; an ethnography of educational practices in primary schools. In this way, this work considers the historical, institutional, ideological, and social dimensions that contribute to build national socializations in schools. From local and global perspectives, the analyses show that the development of the colonial education participated to shape racial and ethnic identities specific to Belize that are rearticulated today in the national school. The dissertation enlightens the links between governmental institutions (ministry of Education, University) with an ethnic organization and primary schools, in the elaboration and implementation of educational programs or projects. It reports on reproductions, transformations and ethnopolitical appropriations of the colonial history that make evolved, not only the historical stories of the nation, but also shows the diversity of significations that actors construct about differences. Finally, the voices of the children nuance and question the schematical and stereotypical discourses of the institutions. The weight of history is significant, however, the student expressions collected in this study, show how far the national imaginaries are smooth and plural, the pupils appropriate and reinterpret the discourses, proving that there is no “one nation”, but a multiplicity of perceptions and backgrounds that give meanings to identifications qualified as nationals
Hidair, Isabelle. "La construction identitaire des Créoles de Guyane : de la gestion d'un héritage pluriel à l'insertion dans un contexte multiculturel." Paris, EHESS, 2003. http://www.theses.fr/2003EHES0156.
Michaëlis, Nicolas. "Conduites d'appropriation individuelle et collective du soutien social : une recherche-action dans le cadre d'un dispositif d'aide aux personnes en situation de souffrance au travail." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2012. http://tel.archives-ouvertes.fr/tel-00788691.
Michaëlis, Nicolas. "Conduites d'appropriation individuelle et collective du soutien social : une recherche-action dans le cadre d'un dispositif d'aide aux personnes en situation de souffrance au travail." Electronic Thesis or Diss., Toulouse 2, 2012. http://www.theses.fr/2012TOU20075.
This study aims at contributing to the scientific controversy about the variability of social support effects, based upon studies which highlight deleterious effects of social support. How can we explain that a same social support can generate positive effects for some of its recipients while generating negative effects for others? According to the plural and active socialization theoretical model, we assume that social support appropriation behaviors play a role in explaining this variability. In order to examine the appropriation behaviors in their individual and collective components, a research action program has been drawn within the Suffering at Work Counseling of the occupational and environmental pathologies service of Purpan’s University Hospital, in Toulouse. The longitudinal approach and the comparison of two ‘workplace situations analysis’ groups have enabled us to analyze and model the collective and individual social support appropriation behaviors processed by the members of both groups who volunteered to participate in the study. These individuals have been experiencing work-related suffering and were thus referred to the counseling service. The observed relationships between individual appropriation, collective appropriation and social support effects support theoretical and practical proposals about the prevention of work-related suffering
Book chapters on the topic "Plural socialisation":
Boblet, Marie-Hélène. "XIV. Au nom de la personne : le « TU » de Tu ne t’aimes pas." In Nathalie Sarraute aujourd’hui, 227–36. Hermann, 2023. http://dx.doi.org/10.3917/herm.jeffe.2023.01.0227.