Relevant bibliographies by topics / Socialisation

Academic literature on the topic 'Socialisation'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Socialisation"

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Darmon, Muriel. "Socialisation." Idées économiques et sociales N° 191, no. 1 (2018): 6. http://dx.doi.org/10.3917/idee.191.0006.

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Dubreucq, Éric. "Socialisation." Le Télémaque 52, no. 2 (2017): 15. http://dx.doi.org/10.3917/tele.052.0015.

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Lambert, Patricia. "Socialisation langagière." Langage et société N° 174, no. 3 (September 9, 2021): 311–14. http://dx.doi.org/10.3917/ls.hs01.0312.

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Dion, Gérard. "La socialisation." Informations 18, no. 2 (January 24, 2014): 265–69. http://dx.doi.org/10.7202/1021433ar.

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Sommaire Quand on parle de « socialisation » on suscite immédiatement des réactions diverses, selon la tournure d'esprit, les passions, les intérêts de ceux à qui on s'adresse. C'est que le terme « socialisation » recèle des ambiguïtés qui sont sources d'embarras et de confusions. Il importe de clarifier les concepts.
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Münir, KOŞTAŞ. "SOSYALLEŞME (SOCİALİSATİON)." Ankara Üniversitesi İlahiyat Fakültesi Dergisi 29, no. 1 (1987): 1. http://dx.doi.org/10.1501/ilhfak_0000000645.

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Cram, Fiona, and Sik Hung Ng. "Consumer Socialisation." Applied Psychology 48, no. 3 (July 1999): 297–312. http://dx.doi.org/10.1111/j.1464-0597.1999.tb00003.x.

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Kovačević, Braco. "Contracultural socialisation." Socioloski godisnjak, no. 5 (2010): 119–28. http://dx.doi.org/10.5937/socgod1005119k.

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In conditions of global society social crisis and strong social, political and cultural conflicts, appear Counter Culture movement as movement of kritize dominante culture. It's difuse a new cultures and social values. But Counter Culture is finished there are start - in a dominante culture.
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Gendron, Bénédicte. "Des « compétences et socialisation » à la « compétence et socialisations » ou « La compétence comme manifestations de socialisations » ?" Éducation et socialisation, no. 24 (January 1, 2008): 9–21. http://dx.doi.org/10.4000/edso.15909.

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Haegel, Florence. "Political Socialisation: Out of Purgatory?" European Journal of Sociology 61, no. 3 (December 2020): 333–64. http://dx.doi.org/10.1017/s000397562000017x.

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AbstractThis paper aims to put contemporary political socialisation research in perspective. It offers a rapid overview of the crisis of the subfield after the 1970s and then shifts attention to post-crisis studies. Beginning with child political socialisation, it raises four issues: the use of theoretical frameworks derived from child psychology; the need to reconnect political socialisation to the sociology of family; the benefits of renewing methods for understanding the world of child politics; and a new account of social inequality in the process of political socialisation. It then explores lifelong political socialisation and how it has developed around four research dynamics: the study of civic and political socialisation of school-age adolescents and young adults; the generational renewal; the socialising effects of political mobilisation; and the processes and agents of the secondary political socialisation of adults. The final section raises the major question of what is political in political socialisation.
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Vallet, Guillaume. "Corps et socialisation." Idées économiques et sociales N° 158, no. 4 (2009): 53. http://dx.doi.org/10.3917/idee.158.0053.

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Dissertations / Theses on the topic "Socialisation"

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Petersson, Hanna, and Jessica Sörensson. "Lek, utveckling och socialisation." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32893.

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Leken är otroligt viktig för vår utveckling och hur vi fungerar som sociala människor. I leken tar vi in de erfarenheter som vi upplevt och utvecklar dessa i gemenskap med andra. Vår kulturella och sociala bakgrund formar oss till den vi är. Hur mycket syns denna bakgrund i leken, är vi jämlika när vi leker? Forskare säger att leken är otrolig betydelsefull för den sociala kompetensen, då man lär sig empati, vänta på sin tur samt att fungera i grupp. Vår forskning utgår från ett socialt-, kulturellt-, samt ett utvecklingsperspektiv. Vi har även belyst hur leken har förändrats i ett nu- och dåtids perspektiv. Undersökningen bygger på intervjuer med fem förskollärare. Vi har fått reda på resultatet genom kvalitativa intervjuer med dessa. Intervjuerna har skett enskilt och inte i grupp. Genom dessa intervjuer fick vi reda på hur viktig leken är för barns utveckling. Vi fick även reda på att språket är en viktig komponent i leken. Pedagogernas syn på hur man ser på leken idag har även den förändrats, genom att man reflekterar mer över lekens betydelse och uppmärksammar detta i verksamheten.
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Stewart, Karen E. "Expert performers' socialisation into sport." Thesis, Loughborough University, 2007. https://dspace.lboro.ac.uk/2134/16312.

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This thesis investigates the developmental socialisation process of the expert performer into sport, and considers the influence of significant others such as the family, coaches and peers within this process. The study complements existing research in the field of youth sport such as Cote and colleagues' Developmental Model of Sport Participation (DMSP) by using life story interviews to explore retrospectively the experiences of senior expert sport performers (defined in this study as international level performers age 18 years and over) in both team and individual sports. The participants were 36 expert performers (male (n = 16) and female (n = 20)) in rugby union, field hockey, track and field athletics, swimming and taekwondo. Qualitative research forms the basis of the study and life story interviews were employed as the primary tool to generate data. The four main analysis chapters present the key themes generated from the data, which include: 'The developmental socialisation process of expert performers'; 'The family'; 'Coaches'; and 'Peers'. In broad terms the data reported in this study support the concept of developmental socialisation proposed by Cote and colleagues' DMSP model, as well as raising some further questions around, for example, the nature of transition through the three phases of sampling, specialising and investing, early specialisation, the role of deliberate play and deliberate practice, and the so-called '1 0 year rule'. The findings also provide clear evidence of the complexity of the process with no two individuals sharing identical experiences of socialisation. Additionally, evidence from this study showed that most experts sampled a range of sports before specialising, suggesting . that delaying specialisation to a later age can be beneficial to the young performer. The family, coaches and peers all play a key part in the expert performers' socialisation into sport, although their influence varied at different phases of the developmental socialisation process. The thesis concludes that a developmental socialisation perspective on youth sport provides a robust means of conceptualising the pathways many young people follow to become experts in specific sports and provides a basis for policy development in youth sport.
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Serrenho-Couvaneiro, Maria da Conceição Henriques. "Pratiques coopératives, personnalisation et socialisation." Toulouse 2, 2001. http://www.theses.fr/2001TOU20045.

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La présente étude vise à démontrer les effets psychosociaux des pratiques coopératives, dans les processus de personnalisation/socialisation. Les modalités de l'engagement, l'expressivitié de ces pratiques et valeurs, conduisent à l'interstructuration personnelle et instutionnelle. Le sentiment d'être acteur et la responsabilité qui en découle, conduit à l'adhésion, à la sociabilité, à la contrôlabilité et à l'augmentation de l'estime de soi -la personnalisation/socialisation-. Le système des activités et le modèle de vie constitués par les sous systèmes : personnel, social, professiçonnel et familial, et les dynamiques coopératives déterminent l'appropriation et l'expressivité des pratiques. Les interdépendances et les interconnections établies tendent à trouver l'équilibre. Cette recherche se fonde sur une étude comparative d'un échantillon de cent soixante sujets, appartenant aux secteurs public et coopératif. Les résultats démontrent que les pratiques coopératives conduisent à une plus grande ouverture sociale et informationnelle à l'intensité et la diversité de la participation associative, à la disponibilité d'y assumer des responsabilités. Les processus d'appropriation et les pratiques conduisent à une multiplicité d'approches et des modalités d'insertion. L'idéologie influencée par les différentes histoires personnelles, oriente les engagements sociaux et leur sens, en se renforçant réciproquement
The present study aims to demonstrate the social psychological effects of the cooperative practicals on the processes of personalization/socialization. The modalities of employment, the expressivaly of these practicals and their values, lead to the feeling of being on actor there responsability that comes from this fact, leads to the adherence, the socialibility, the control and the increasing of the self respect on himself (herself) – to the personalization/socialization – the system of activities and the model of life constituted by the systems : personal, social, personal determine the appropriation and the expressivaly, of the practicals. The interdependancies and the interconnexions established tend to keep the balance the research is based on a study conduted on an universe of one hundred and sixty people that belong to the public and the cooperative sector. The results obtained demonstrate that the cooperative practicals lead to a bigger social and informative opening to the intensity and the diversity of the associative participation and to the responsability from assuming those responsabilities. The processes of appropriation and the practicals lead to a multiplicity of models coming up to the people and the social employments and the feeling of approval, reinforcing mutually
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Mardon, Aurélia. "La socialisation corporelle des préadolescentes." Paris 10, 2006. http://www.theses.fr/2006PA100195.

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Ce travail porte sur la socialisation corporelle des préadolescentes, c'est-à-dire des jeunes filles âgées de 11 à 15 ans et analyse la place de la puberté et de l’apparence dans la construction de l’identité féminine. La démonstration s’appuie sur des entretiens réalisés avec des collégiennes et des lycéennes, des parents et des professionnels du monde scolaire, sur des observations directes dans deux collèges et sur l’analyse de sources médiatiques. L’étude de la construction sociale et historique de la puberté et l’analyse du discours proposé par la famille, les médias, les pairs et les jeunes filles permettent de qualifier l’expérience pubertaire féminine et d’en révéler les variations. Nous explorons la construction de l’apparence des préadolescentes en mettant l’accent sur l’analyse des pratiques, des modes de socialisation par les pairs et les médias et des négociations avec les parents. Nous dévoilons ainsi les normes qui régissent les expressions de la féminité pendant cette période de la vie et la manière dont se construit l’autonomie des préadolescentes
This study deals with early adolescence and the body socialization in contemporary context. The research focuses on puberty and appearence and analyzes the role of those two elements in gender socialization. The study was conducted by means of interviews with adolescents and their family and direct observation. The feminine experience of puberty is drawn out by an historical frame and biographic analysis. Then, we show the impact of media, peer group influence and conflicts with parents on adolescent appearence
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Monlouis, Alain. "Socialisation dissociée de l’enfant guadeloupéen." Paris 8, 2007. http://www.theses.fr/2007PA082812.

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Des origines à nos jours la déstabilisation de la famille guadeloupéenne se perpétue. De l’esclavage – déportation où la famille a été atomisée en chassant le père de la famille, en laissant la mère seule responsable, le père devient absent pour un long moment. Le système matriarcal ancestral remonte à la mémoire de nos grand-mères et mères afin d’installer une stratégie de survie. Ce système évoluera et s’appellera matrifocal. La dissociation qui découle de ce facteur de l’absence du père, sera doublée par un autre facteur déstabilisant, il s’agit de la diglossie conflictuelle français-créole. Cette double contrainte que subissent nos enfants laisse des traces indélébiles. Les échecs qui en découlent se répercutent dans la vie de l’enfant et à l’école. Une place plus importante réservée au créole, à partir des Humanités créoles, peut être l’une des solutions envisageables
From the origin to the present the destabilization of guadeloupéen family is perpetuating itself from slavery, when the family has been separated, by chasing away the head of the family. Leaving the mother as so responsible. The father became abscent for a long time. The matriarchal ancestral system in order to instil a survival strategy stretches back to the mémory of our grand-mother and mother. This system will évolue and refered to as the matrifocal system. This dissociation will stems from the abscence of the father is exacerbated by another destabilizing facter, this franco-créole conflictuel diglossie. This double contraint witch our children suffer from the résulting failures, reflec in the childs life and éducation. A greater importance attached to the créole, the créole language is issued from créole culture may move to be one of the possible solution
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Testenoire-Oger, Armelle. "Interaction conjugale et socialisation professionnelle." Rouen, 2000. http://www.theses.fr/2000ROUEL344.

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L'importance des interactions professionnelles dans la construction des identités professionnelles a été abondamment analysée par la sociologie du travail, qui leur accorde une prééminence épistémologique, occultant ainsi l'impact des dynamiques familiales et du genre. La recherche, menée à partir d'un corpus de récits de vie croisés de couples d'employé(e)s, ouvriers et professions intermédiaires, s'est attachée à cerner l'incidence de la vie conjugale et du genre sur l'identité et la trajectoire professionnelle de chaque conjoint. Une première partie analyse les modalités, délibérés ou implicites, selon lesquelles s'effectue la mise en commun du vécu professionnel au sein des couples. L'intimité, en particulier, suscite un mode d'interaction spécifique qui modèle l'identité et la trajectoire de chacun. La démarche théorique et méthodologique adoptée en deuxième partie s'attache à élaborer un modèle d'analyse du changement identitaire, intégrant la diversité des appartenances tant biographiques que simultanées. Enfin, la troisième partie synthétise le rôle du conjoint dans le processus de changement identitaire. A cet égard, deux grands modèles se dégagent. Dans une première configuration, l'espace professionnel joue un rôle moteur. Nous montrerons que les trajectoires professionnelles,même celles qui semblent les plus autonomes, nécessitent une négociation conjugale qui les valide voire les infléchit. Dans une deuxième configuration, l'interaction conjugale en pesant sur les ressources subjectives initie le changement identitaire. Le conjoint joue alors un rôle actif de soutien, allant de la simple confiance au management actif de la carrière, en passant par la valorisation des capacités du partenaire. Cependant, cette nouvelle définition de soi-même doit être reconnue au sein de l'espace professionnel pour devenir réalité. Le rôle spécifique joué par la relation conjugale, en terme de validation ou d'initiation du changement identitaire, la rend complémentaire des interactions professionnelles. Cette complémentarité permet de penser la double appartenance et l'enjeu que constitue la reconnaissance identitaire au sein de chacune des deux sphères professionnelles et familiales lors des phases de changement.
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Noujaim, Zaizaf. "Ecole et socialisation au Liban." Lille 3 : ANRT, 1987. http://catalogue.bnf.fr/ark:/12148/cb376084561.

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Regnier-Le, Mouillour Ségolène. "Le projet de socialisation de l'enfant dans la pédagogie de Célestin Freinet : socialisation, individualisation, moralisation." Lyon 2, 2004. http://theses.univ-lyon2.fr/documents/lyon2/2004/regnier_s.

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Célestin Freinet (1896-1966) figure parmi les partisans de l'éducation nouvelle. Pédagogue très engagé, Freinet a réellement visé une "révolution" de l'enfant à la vie sociale, par ses positions pédagogique, sociologique, psychologique et philosophique. Il a tenté de transformer l'école en un lieu de vie, social et vivant. L'objectif de ce travail est d'analyser la méthode pédagogique (travail de groupe, plan de travail individualisé) et de comprendre les idées, les principes et les pratiques scolaires de ce pédagogue. L'analyse est focalisée sur la socialisation scolaire que Freinet qualifie à la fois de fin et de processus de l'éducation. La socialisation est carctérisée par trois aspects : la personnalisation, l'individualisation et la moralisation. En fonction de ces trois processus en interaction permanente, nous montrons que la socialisation dans la pédagogie Freinet met en valeur la construction de la culture personnelle, la vie d'ensemble et la responsabilisation des élèves. L'étude se déroule en trois temps : S'interrroger, dans un premier temps sur la position même de Freinet, sur ce concept de socialisation, par rapport à des philosophes et sociologues contemporains, qui ont traité le sujet ; le second temps expose comment Freinet a pu finalement monnayer les trechniques, le travail dans sa pensée et pratique pédagogiques, alors que le dernier temps ouvre la réflexion sur la place qu'occupe la morale dans cette pensée pédagogique nouvelle.
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Regnier-Le, Mouillour Ségolène Soëtard Michel. "Le projet de socialisation de l'enfant dans la pédagogie de Célestin Freinet socialisation, individualisation, moralisation /." Lyon : Université Lumière Lyon 2, 2004. http://demeter.univ-lyon2.fr:8080/sdx/theses/lyon2/2004/regnier_s.

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MABUSA, M'PIA. "Le role de l'education traditionnelle dans la socialisation. Les bateke et les bakongo du congo-kinshasa." Paris 8, 1998. http://www.theses.fr/1998PA081496.

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Dans cette recherche, il a ete question de montrer que le systeme traditionnel negro-africain, dans son role socialisateur, est en parfaite harmonie avec la realite communautaire et ses ideaux "communautarisant". La problematique considere et pose la socialisation traditionnelle comme un cheminement educatif echelonne, a etapes successives integrant progressivement l'enfant dans sa communaute en lui faisant methodiquement acquerir la vision du monde du groupe, la cosmogonie, les valeurs traditionnelles communes, les normes, le savoir-faire, les diverses connaissances. . . Qui faconneront et assureront l'integration de l'enfant. C'est pourquoi au debut de ce travail, pour bien situer la demarche, il a ete utilise des notions traditionnelles et des formules que les negro-africains eux-memes emploient pour exprimer leur propre conception de l'enfant , de la socialisation et de l'education. Cela veut tout simplement dire qu'il a ete question de comprendre, d'analyser et d'expliquer les phenomenes africains dans la propre vision africaines et non de les reduire, les deformer voire les caricaturer dans la logique du raisonnement de la structure mentale occidentale
In this survey, it is important to show that the negro-african tradition in its role of socialisation is in perfect harmony with the community reality and its idealistic "common life". The problematic in this survey raises the aspect of social tradition as a means of education, at successive stages integrating progressively the child in the community, by methodically acquiring the vision of a group, the african ideology, standards of living, common traditional values, the know-how technologies, various knowledge,. . . . Which will model and assure his integration. The approach adopted is focused on the superficial comprehension of "purely" education, based on addressing the educative traditional ways related to fundamental "religioussocio-economic and idealistic logics". That is conceived in the measure where the black african man does not behave as a western white man: for in black africa, as elsewhere, the individual only exist in the traditional group, in it's total and by studying the childhood in different ways of african approach
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Books on the topic "Socialisation"

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Dunbar, Ian. Socialisation. Berkeley, CA: Center for Applied Animal Behaviour, 1985.

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Rush, Michael, and Philip Giddings. Parliamentary Socialisation. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230316850.

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Singly, François de, (1948- ...)., Directeur de la publication, ed. La socialisation. Paris: A. Colin, 2007.

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Dunbar, Ian. Dogs: Socialisation. California: James & Kenneth, 1986.

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Dominique, Bolliet, ed. La socialisation. Paris: Bréal, 2002.

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Robelin, Jean. Marxisme et socialisation. Paris: Meridiens Klincksieck, 1989.

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Turner, Colin. Socialisation into organisations. Blagdon: Further Education Staff College, 1990.

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Swarna, Jayaweera, and CENWOR (Organization : Sri Lanka), eds. Gender, education, and socialisation. Colombo: Centre for Women's Research, 2007.

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Nkoghe, Stéphanie. Anthropologie de la socialisation. Paris: L'Harmattan, 2013.

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Watson, Geoffrey G. Sport, socialisation and education. Parkside, Australia: Australian Council for Health,Physical Education and Recreation, 1986.

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Book chapters on the topic "Socialisation"

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Chan, Mable. "Socialisation." In English for Business Communication, 170–86. London ; New York : Taylor and Francis, 2020. | Series: Routledge applied English language introductions: Routledge, 2020. http://dx.doi.org/10.4324/9781351060035-9.

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Thompson, Noel. "Socialisation." In G. D. H. Cole: Selected Works, 1964–91. London: Routledge, 2022. http://dx.doi.org/10.4324/9780203839317-96.

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Sarkar, Sudipta Kiran. "Socialisation." In Routledge Handbook of Ecotourism, 254–61. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003001768-19.

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Paus-Hasebrink, Ingrid, Jasmin Kulterer, and Philip Sinner. "Socialisation in Different Socialisation Contexts." In Social Inequality, Childhood and the Media, 121–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02653-0_6.

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Rush, Michael, and Philip Giddings. "Legislative Socialisation." In Parliamentary Socialisation, 28–58. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230316850_3.

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Rush, Michael, and Philip Giddings. "Functional Socialisation." In Parliamentary Socialisation, 59–99. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230316850_4.

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Rush, Michael, and Philip Giddings. "Attitudinal Socialisation." In Parliamentary Socialisation, 100–134. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230316850_5.

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Rush, Michael, and Philip Giddings. "Behavioural Socialisation." In Parliamentary Socialisation, 135–73. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230316850_6.

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Rush, Michael, and Philip Giddings. "Parliamentary Socialisation." In Parliamentary Socialisation, 174–94. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230316850_7.

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Rush, Michael, and Philip Giddings. "Changing Westminster." In Parliamentary Socialisation, 1–8. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230316850_1.

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Conference papers on the topic "Socialisation"

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VREJA, Lucia Ovidia, and Sergiu BĂLAN. "CONTEMPORARY IDENTITY CRISIS AND SOCIALISATION." In INTERNATIONAL MANAGEMENT CONFERENCE. Editura ASE, 2024. http://dx.doi.org/10.24818/imc/2023/05.05.

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The identity crisis can be added to the long list of crises faced by individuals in today’s societies, having serious and not entirely known or anticipated long-term consequences for both the individual and the society. This paper analyses the process through which individuals construct their selfidentities and what is the role of socialisation in acquiring the culture, building social identities and gaining social status. At the same time, the paper presents some of the problems faced by the agents of socialisation in helping new members of society acquire a self-identity, define themselves and occupy social positions within the social structure. Not understanding the relationship between selfidentity, status and culture, and how status is “created”, can determine individuals to adopt maladaptive behaviours or adhere to harmful ideas, with destabilising potential both for society and for their own social identity and position in the groups they belong to.
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Yusuvaliyeva, Adiba. "Socialisation of the Individual in Social Institutions." In The First Pamir Transboundary Conference for Sustainable Societies- | PAMIR. SCITEPRESS - Science and Technology Publications, 2023. http://dx.doi.org/10.5220/0012477900003792.

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Gurchenko, V. I., and E. A. Dolgikh. "PROBLEMS OF YOUTH SOCIALISATION IN THE MODERN CONDITIONS." In Наука преображает реальность. Воронеж: Воронежский государственный лесотехнический университет им. Г.Ф. Морозова, 2023. http://dx.doi.org/10.58168/str2023_189-193.

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Lestari, Dina. "The Challenge of Effective Socialisation and Voter Education." In International Conference on Contemporary Social and Political Affairs. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008816000180021.

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Kozina, Ekaterina. "SOCIALISATION BEYOND TEACHING: THE JOB SATISFACTION OF BEGINNING TEACHERS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1387.

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Kaznacheyeva, Natalia N. "Schoolchildren's Languages And Reading Culture Development In Information Socialisation Era." In EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.47.

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Kharlamenko, Inna V. "NEGATIVE SOCIALISATION VIA THE MEANS OF FOREIGN LANGUAGE COURSE BOOKS." In CURRENT ISSUES IN MODERN LINGUISTICS AND HUMANITIES. RUDN University, 2020. http://dx.doi.org/10.22363/09835-2020-253-260.

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Serrano-Tamayo, Luis J. "Inclusive education in practice: socialisation of former combatants into society." In 3rd International Conference on Advanced Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.aretl.2020.12.120.

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Jalili-Moghaddam, Shabnam, Elaine Rush, Sari Andajani, Amberlee Wharton, and Carol Ryan. "Northcote Urban Development Programme: Community-Identified Food, Activity and Socialisation Opportunities." In 2021 Annual Scientific Meeting of the Nutrition Society of New Zealand: Tūhono - Reconnecting. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/msf2022009057.

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"Professional Socialisation of Valuers: What the Literature and Professional Bodies Offers." In 2005 European Real Estate Society conference in association with the International Real Estate Society: ERES Conference 2005. ERES, 2005. http://dx.doi.org/10.15396/eres2005_279.

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Reports on the topic "Socialisation"

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Alan, Sule, Teodora Boneva, Thomas Crossley, Seda Ertac, and Nazli Baydar. Parental socialisation effort and the intergenerational transmission of risk preferences. Institute for Fiscal Studies, June 2013. http://dx.doi.org/10.1920/wp.ifs.2013.1312.

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Dabrowski, Anna, and Pru Mitchell. Effects of remote learning on mental health and socialisation. Literature Review. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-682-6.

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This literature review focuses on the effects of remote learning on mental health, including acute mental health issues and possible ongoing implications for student wellbeing and socialisation. It provides an overview of some of the challenges that can impact on the mental health and relationships of young people, many of which have accelerated or become more complex during the COVID-19 pandemic. In the light of concern about rising antisocial behaviour and extremism there is a focus on socialisation and self-regulation on return to school post-pandemic. In the face of limited Australian research on these topics, the review takes a global focus and includes experiences from other countries as evidenced in the emerging research literature. Based on these findings the review offers advice to school leaders regarding the self-regulatory behaviours of students on return to school after periods of remote learning, and addresses social and emotional considerations as students transition back to school. It also considers ways in which schools can promote wellbeing and respond to mental health concerns as a way to address and prevent antisocial behaviours, recognise manifestations in extremism (including religious fundamentalism), and challenge a general rise in extremist views.
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Röders, Jonathan, and Erin McFee. Research Brief: The Strengths-Based Approach to Formerly Armed Actor (Re)Integration. Trust After Betrayal, December 2022. http://dx.doi.org/10.59498/59608.

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​This research brief advocates for a strengths-based approach to (re)integrating formerly armed actors (FAAs) into their receiving communities. Rather than erasing their identities and experiences in armed groups, this approach recognises the value of their skills, knowledge, and supportive social connections gained in the armed group. By leveraging these strengths, policymakers and program designers can facilitate a more effective and sustainable (re)integration process. The brief highlights the potential of skills, such as technical expertise and leadership capabilities, as well as positive forms of socialisation within armed groups enabling, for instance, empowerment opportunities for female FAAs in challenging gender norms. By embracing continuity and building upon FAAs' past experiences, (re)integration efforts can foster positive impacts on individuals and their communities.
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Vaughter, Philip, Ying-Syuan (Elaine) Huang, and Jonghwi Park. Climate Change Displacement and the Right to Education in Small Island Developing States. United Nations University Institute for the Advanced Study of Sustainability, July 2023. http://dx.doi.org/10.53326/lnzk2579.

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This policy brief addresses issues of education rights in the context of climate change and potential climate change displacement for SIDS residents. Challenges to adapting learning systems in the context of climate change are common to many SIDS and other countries, but SIDS also face unique challenges due to their geography, culture, and economic activities. It provides the following recommendations to build the resilience of education systems in SIDS to meet the needs of people displaced by climate change: (i) build and maintain multiple facilities that can serve as evacuation centres so schools can continue as learning facilities in the aftermath of extreme weather events; (ii) continue to develop teaching materials and pedagogies within SIDS’ education systems to be employed during times of disruption, while ensuring learners’ socialisation needs are met in the case of online or distance learning; (iii) create parallel curricular competencies between SIDS and destination countries, and advocate for access to education and training in any bilateral or multilateral arrangements for mobility and migration.
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Fontana-Lana, Barbara, Geneviève Petitpierre, and Isabelle Petragallo. Résultats de la recherche Vote 4 all. Fribourg: Département de pédagogie spécialsiée, 2022. http://dx.doi.org/10.51363/unifr.lrr.2023.001.

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Beaucoup de pays, parmi lesquels la Suisse, ont ratifié la Convention de l’ONU (2006) en faveur des droits des personnes handicapées (CDPH). L’article 29 de cette Convention exige des Etats membres qu’ils garantissent l’accès des personnes concernées aux droits politiques en promouvant activement des environnements favorisant l’exercice de ces droits. En Suisse, la Constitution Fédérale, ainsi que la plupart des législations et des pratiques cantonales, ne sont actuellement pas conformes à cet article. La recherche participative Vote4All a eu pour but d’identifier les facilitateurs et les obstacles qui, aux divers niveaux de l’écosystème, peuvent faciliter (ou pas) l’exercice du droit de vote pour les personnes présentant une déficience intellectuelle dans quatre cantons de Suisse romande (FR, GE, NE et VD). Ont été recueillies des données quantitatives et qualitatives relatives au droit de vote de cette population : 1. législatives (lois, motions et projets en cours); 2. relatives aux pratiques au sein d’établissements et de services socio-éducatifs (via un questionnaire en ligne); et 3. expérientielles (interviews et focus groups avec les personnes directement concernées sur leur expérience du vote et/ou de la récupération de ce droit). Cette brochure présente les principaux résultats de l’étude Vote4All et suggère des bonnes pratiques soutenant le processus de socialisation politique des personnes présentant une déficience intellectuelle en Romandie.
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Hicks, Jacqueline. Drivers of Compliance with International Human Rights Treaties. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/k4d.2021.130.

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Are international human rights treaties associated with better rights performance? The appetite for a conclusive answer has driven a number of large scale quantitative studies that have broadly shown little or no effect, and sometimes even a backsliding. However, the headline conclusions belie much more complicated findings, and the research methods used are controversial. These issues undermine confidence in the findings. Comparative and individual case studies allow for more detailed information about how domestic human rights activists use international human rights laws in practice. They tend to be more positive about the effect of treaties, but they are not as systematic as the quantitative work. Some indirect measures of treaty effect show that the norms contained within them filter down into domestic constitutions, and that the process of human rights reporting at the UN may be useful if dialogue can be considered an a priori good. It is likely that states are driven to comply with human rights obligations through a combination of dynamic influences. Drivers of compliance with international law is a major, unresolved question in the research that is heavily influenced by the worldview of researchers. The two strongest findings are: Domestic context drives compliance. In particular: (1) The strength of domestic non-governmental organisations (NGOs), and links with international NGOs (INGOs), and (2) in partial and transitioning democracies where locals have a reason to use the treaties as tools to press their claims. External enforcement may help drive compliance when: (1) other states link human rights obligations in the treaties to preferential trade agreements, and (2) INGOs ‘name and shame’ human rights violations, possibly reducing inward investment flows from companies worried about their reputation. Scholars also identify intermediate effects of continued dialogue and norm socialisation from the UN’s human rights reporting processes. Interviews with diplomats involved in UN reporting say that the process is more effective when NGOs and individual governments are involved.
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