Dissertations / Theses on the topic 'Sociology of pedagogy'

Avhandlingen är en sammanläggningsavhandling med syfte att studera om synen på kompetens är relaterad till lärmiljön och strategier för kompetensutveckling. Parallellt med syftet har jag analyserat och diskuterat kompetensutveckling ur ett samhälleligt och interorganisatoriskt perspektiv. Fokus ligger här på styrprinciper, brukarinflytande och nationella utvecklingsprogram.  Avhandlingen utgörs av en lokal studie som bygger på 22 intervjuer och 74 enkäter, en forskningsöversikt samt en studie som bygger på utvärderingar av det nationella utvecklingsprogrammet Kompetensstegen. Resultatet från den lokala studien – två vårdboenden och två hemtjänstverksamheter – visar att förutsättningarna för lärmiljön skiljer sig åt beroende på verksamhetstypen. Inom hemtjänstverksamheterna var stöd och engagemang från ledningen mer central för kompetensutveckling än inom vårdboendena. Samtidigt visar resultatet att i de verksamheter där det fanns en mer utvecklad lärmiljö och en integrerad strategi – dvs. en kombination av icke‐formella och formella läraktiviteter – för kompetensutveckling, var uppfattningarna om omsorgspersonalens kompetens mer utvecklade. Fokus låg här på att utveckla både kompetens och verksamhet. Det som förenade samtliga verksamheter var uppfattningen att personalen behöver en förmåga att utveckla relationer till brukaren. Analysen av Kompetensstegen – en stor nationell satsning – visar på en brist i samspel och jämlika relationer mellan arbetsplatserna och utbildningsanordnare. Denna brist hade implikationer för hur väl satsningen på kompetensutveckling lyckades. Inom de verksamheter där arbetsplats‐ och utbildningssystem samverkat, ledde detta samspel till att arbetsplatslärandet blev mer flexibelt, effektivt och användbart för deltagarna. Exemplet visar att kompetensfrågor behöver analyseras ur ett samhälleligt perspektiv. Den samhälleliga analysen visar att kompetensfrågor lätt kommer bort eftersom dessa inte är integrerade i styrprinciper som konkurrensutsättning, upphandlingsförfaranden och kundval. Kompetensutveckling inom äldreomsorgen är en komplex, svårbestämbar och krävande process som behöver synkroniseras på olika nivåer. De nationella satsningar, där formell utbildning dominerar, har sällan fått något genomslag i verksamheten. Perspektivet har oftast varit kortsiktigt och individinriktat. Tillfälliga resursförstärkningar och projektsatsningar leder inte heller till att frågan om kompetensutveckling prioriteras och att nödvändiga resurser avsätts lokalt. Nyckelord: omsorgspersonal, kompetens, kompetensutveckling, äldreomsorgen, interaktiv forskning, interorganisatorisk samverkan
The dissertation is a compilation article thesis and the main purpose is to study how perceptions about competence are related to learning environments and competence development strategies. Parallel to this purpose, I have analysed and discuss competence development from a societal and inter-organisational perspective. Here the focus is on governing principles, user-influence and national development programmes. The dissertation consists of a local study based on 22 interviews and 74 questionnaires, a research review and a study based on evaluations of the national Steps for Skill Programme (Kompetensstegen). The results of the local study – two care homes and two home-help units – showed that prerequisites for learning environments differ depending on the type of activity being conducted. In the home-help context, the support and involvement of the management was more central for competence development than in the care homes. At the same time, the results showed that in those activities where there was a more developed learning environment and an integrated strategy for competence development, i.e. a combination of informal and formal learning activities, perceptions about the competence of care staff were more advanced. Here the focus was on developing competence and the work itself. What was common to all the activities was the perception that staff needed to be able to develop relations with users. The analysis of the Steps for Skill Programme – a major national initiative – revealed deficiencies in the interplay and equal relations between workplaces and educational institutions. This had implications for the success of the competence development programme. In those areas where the workplace- and educational system cooperated, the workplace learning was more flexible, efficient and serviceable for the participants. This example indicated that competence issues need to be analysed from a societal perspective. The societal analysis showed that competence issues are easily neglected if they are not integrated into governing principles, such as exposure to competition, procurement procedures and customer choice. Competence development in elder care is a complex, difficult to define and demanding process that needs to be synchronised at different levels. National ventures, where formal education dominates, have had very little impact. The perspective has often been shortsighted and individual-oriented. Also, one-off projects and occasional resource allocations do not lead to competence development being prioritised or to essential resources being allocated locally. Keywords: Care-staff, competence, competence development, elder care,  interactive research, inter-organisational cooperation.

Det är viktigt att barn i 4–6-årsåldern ges förutsättningar för att utveckla färdigheter i tidig matematik. Barnets lärande i såväl matematik som andra ämnen förmedlas av den tidiga förståelsen, som också har stor påverkan på individens fortsatta lärande, som skolbarn och även som vuxen. Magiska trädgården (MT) är ett digitalt lek-och-lärospel för förskolebarn i områdena tidig matematik och problemlösning. Teamet bakom MT har konstaterat att det finns en grupp av barn som har svårt att spela det första delspelet, Skattjakten. Studien ämnar undersöka varför vissa barn upplever det särskilt svårt att spela Skattjakten, samt skissera förslag på hur spelet kan modifieras för att underlätta spelandet. Datainsamlingen har skett genom kvalitativa intervjuer med personal på en förskola. Intervjuerna har sedan transkriberats och analyserats med hjälp av Tematisk analys. I analysen identifieras fyra övergripande teman och tillhörande underteman som knyter an till frågeställningen. Resultaten tyder på att vissa barn kan uppleva en större problematik att spela Skattjakten på grund av att spelet innehåller otillräckliga instruktioner, samt att det kan upplevas som långdraget. Det finns dessutom två färdigheter som barnet behöver för att framgångsrikt kunna spela: Att förstå kopplingen mellan ballong och grotta samt att hantera en dator eller skärm. Därtill är förmågorna abstrakt tänkande och att kunna ordningsföljden, svåra att behärska och kan påverka huruvida barnet lyckas spela. Förhoppningsvis kan ett barn börja att lära sig dessa förmågor under spelets gång. Baserat på resultaten ges förslag på ändringar i form av ett skriftligt genomförande illustrerad av en skiss. Studiens resultat och teoretiska ramverk diskuteras med hänsyn till forskningsfrågorna. Framtida forskning kan utveckla resultaten i den här studien genom att utföra upprepade användartester med barn, samt fortsätta ha en interaktion med förskolepedagoger. Studien bör betraktas som ett steg på vägen till att kartlägga varför Skattjakten är svårt att spela för vissa barn.

Background. Much research suggests that physical activity has important health benefits, yet many young people are disengaged with various forms of exercise. In light of this claim, various policies and interventions have been implemented to promote physical activity but, to date, have been largely unsuccessful and the target of some criticism. Reasons why many young people are relatively physically inactive are not well understood and current explanations rarely attend to sociological issues. Aims. The aims of this study were twofold; (1) to investigate the social processes which influence physical activity and health for young people, (2) to investigate ways to better promote physical activity and therefore reduce health inequalities. Methods. Twenty-nine participants aged 13-14 from 4 different schools in England took part in the study. Purposeful recruitment ensured sufficient diversity across gender, ethnicity, social class, ability, body shape, and self-reported physical activity. Over a seven-month period, various qualitative methods were used including focus groups, ethnomethodology and visual methods. Salient social theories were used to interpret the data. Findings. The interpretation of data resulted in four main findings; (1) health is a socially constructed concept that young people understand through particular structures of language, visual imagery and knowledge; (2) physical activity is sometimes seen as a purposeful practice aimed at increasing physical capital through burning calories and turning fat into muscle; (3) engagement in physical activity is often contingent on whether specific activities are directly endorsed/rejected by peers as socially acceptable/unacceptable activities; (4) physical activities and sedentary activities can be seen as social practices that young people take part in as part of a system of habitual dispositions. Implications. In order to reduce health inequalities, physical activity promoters might better account for these social processes. Suggestions for policy and practice include (1) using intervention strategies that move beyond individualistic conceptions of behaviour, (2) introducing a new vocabulary and imagery to the understanding of health, (3) reducing physical capital disparities in spaces where physical activity takes place, (4) encouraging and accommodating friendship groups in intervention designs, and (5) providing activities and spaces where young people s habituses can be enacted. Conclusions. Various social processes affect the extent and type of physical activity that young people engage in. Strategies to promote physical activity ought to account for these social processes. Sociologically informed qualitative research methods can contribute to knowledge in the field of physical activity and health.

This study investigated pedagogy for Taiwanese students in mainstream Australian secondary school classes. The aim was to explore the construction of pedagogy for these students within the communicative contingencies of both the classroom and the community of talk around the classroom. Accordingly, the study documented and explicated the ways in which teachers adapted geography lessons for Taiwanese students, and further, the fit of teachers' descriptions and explanations of those adaptations within broader school community debate over provision for ethnic minority students. The significance of the study resides in its contribution to educational research, policy and practice in conditions of cultural diversity and formal cultural inclusion. The study's contributions arise from its attention to the forms of teacher-student interaction that are often considered to be a major point of difference between pedagogy in Australia (and other Western nations) and in Chinese (and other Asian) contexts. The focus is on the degree of teacher-directedness or student-centredness, as demonstrated by such factors as rote learning and participation in whole class spoken activities. Review of the current literature indicated that such dispositions may not only be brought to Australian pedagogic contexts by Chinese students, but may also be constructed within these contexts themselves. Analysis of theoretical perspectives on culture and pedagogy that were of high profile in Australia during the 1990s indicated that the investigation of this possibility requires an approach that makes it possible to attend to the structuring of such contexts. Accordingly, this study was conducted from a perspective that made it possible to document and explicate the construction of socialising conditions within the communicative particularities of lessons for Taiwanese students as pedagogic practice enacted in classrooms, and of debate amongst those interested in the education of the students as pedagogic talk within a school community. The theoretical framework of the study drew primarily on Basil Bernstein's sociology of educational knowledge. This perspective provided the fundamental concepts for describing the categorisation of Taiwanese students in the teacher-student interaction of the classroom and in school community talk about such. Analytic concepts developed by researchers concerned with classroom talk were specified in Bernsteinian terms to facilitate the translation between these theoretical objects and the sets of lesson and interview data examined in the study. These concepts made it possible to describe the pedagogic activities of teachers and students, and their constituent social actions, as enacted in the lessons, and as constructed in the interview talk of school community members. The two data sets were produced and analysed by methods derived from the Bernsteinian perspective. The aim was to: i) test the generic and formal Bernsteinian sociology of educational knowledge; and ii) produce findings generalisable to culturally diverse Australian school settings. One of the main findings of the study was that the adaptation of geography lessons for Taiwanese, Chinese, Asian and other ESL students produced a more constrained and teacher-directed form of pedagogy than that which was provided for other students. The other main finding was that the geography teachers described and explained these adaptations by categorising the students as 'reluctant' in whole class spoken activities and 'dependent' in written seatwork activities. Other school community members interested in the education of Taiwanese students evinced substantial agreement in this regard. However, these interviewees constructed the 'reluctant' speech and 'dependent' seatwork of the students from complex collaborative and competitive positions available in professional-academic talk. This pointed to struggles amongst those who would inform the provision of pedagogy for Taiwanese and other Chinese, Asian and ESL students. The study's theoretical significance resides, in part, in its capacity to describe the moment-by-moment classroom interaction of Taiwanese students without pre-empting the empirical salience of categories of cultural identity. Rather, attention is focused on the ways that students are categorised according to their capacity to undertake particular communicative interactions, categorisations in which cultural identity is not necessarily made overtly salient. In this way the study refined and tested the Bernsteinian model of classroom practice, while also locating analytic tools for describing classroom talk within broader relations of social power and control. Methodologically, the study's significance arises from its capacity to generate descriptions of the particularity of classroom practice, and talk about such, as pedagogic practice and talk. For policymakers the study points to the professional-academic discourses that need to be made available to teachers if they are to engage in the conversations about pedagogy that are central to emergent, second-wave conceptions of cultural equity in the state of Queensland where the study was conducted. For practitioners questions arise from the possibility that the dispositions of Taiwanese and other Chinese, Asian and ESL students to teacher-directed forms of pedagogy may be constructed in Australian contexts. These pertain to the desirability of the outcomes of adaptations undertaken in the name of cultural equity, in addition to the implications of teachers' own professional-academic socialisation for debates over 'who' should get 'what' pedagogic provision. The thesis concludes with a discussion of the utility of the study's perspective and findings given current developments in the racial and cultural politics of Australian educational institutions.

This study investigated pedagogy for Taiwanese students in mainstream Australian secondary school classes. The aim was to explore the construction of pedagogy for these students within the communicative contingencies of both the classroom and the community of talk around the classroom. Accordingly, the study documented and explicated the ways in which teachers adapted geography lessons for Taiwanese students, and further, the fit of teachers' descriptions and explanations of those adaptations within broader school community debate over provision for ethnic minority students. The significance of the study resides in its contribution to educational research, policy and practice in conditions of cultural diversity and formal cultural inclusion. The study's contributions arise from its attention to the forms of teacher-student interaction that are often considered to be a major point of difference between pedagogy in Australia (and other Western nations) and in Chinese (and other Asian) contexts. The focus is on the degree of teacher-directedness or student-centredness, as demonstrated by such factors as rote learning and participation in whole class spoken activities. Review of the current literature indicated that such dispositions may not only be brought to Australian pedagogic contexts by Chinese students, but may also be constructed within these contexts themselves. Analysis of theoretical perspectives on culture and pedagogy that were of high profile in Australia during the 1990s indicated that the investigation of this possibility requires an approach that makes it possible to attend to the structuring of such contexts. Accordingly, this study was conducted from a perspective that made it possible to document and explicate the construction of socialising conditions within the communicative particularities of lessons for Taiwanese students as pedagogic practice enacted in classrooms, and of debate amongst those interested in the education of the students as pedagogic talk within a school community. The theoretical framework of the study drew primarily on Basil Bernstein's sociology of educational knowledge. This perspective provided the fundamental concepts for describing the categorisation of Taiwanese students in the teacher-student interaction of the classroom and in school community talk about such. Analytic concepts developed by researchers concerned with classroom talk were specified in Bernsteinian terms to facilitate the translation between these theoretical objects and the sets of lesson and interview data examined in the study. These concepts made it possible to describe the pedagogic activities of teachers and students, and their constituent social actions, as enacted in the lessons, and as constructed in the interview talk of school community members. The two data sets were produced and analysed by methods derived from the Bernsteinian perspective. The aim was to: i) test the generic and formal Bernsteinian sociology of educational knowledge; and ii) produce findings generalisable to culturally diverse Australian school settings. One of the main findings of the study was that the adaptation of geography lessons for Taiwanese, Chinese, Asian and other ESL students produced a more constrained and teacher-directed form of pedagogy than that which was provided for other students. The other main finding was that the geography teachers described and explained these adaptations by categorising the students as 'reluctant' in whole class spoken activities and 'dependent' in written seatwork activities. Other school community members interested in the education of Taiwanese students evinced substantial agreement in this regard. However, these interviewees constructed the 'reluctant' speech and 'dependent' seatwork of the students from complex collaborative and competitive positions available in professional-academic talk. This pointed to struggles amongst those who would inform the provision of pedagogy for Taiwanese and other Chinese, Asian and ESL students. The study's theoretical significance resides, in part, in its capacity to describe the moment-by-moment classroom interaction of Taiwanese students without pre-empting the empirical salience of categories of cultural identity. Rather, attention is focused on the ways that students are categorised according to their capacity to undertake particular communicative interactions, categorisations in which cultural identity is not necessarily made overtly salient. In this way the study refined and tested the Bernsteinian model of classroom practice, while also locating analytic tools for describing classroom talk within broader relations of social power and control. Methodologically, the study's significance arises from its capacity to generate descriptions of the particularity of classroom practice, and talk about such, as pedagogic practice and talk. For policymakers the study points to the professional-academic discourses that need to be made available to teachers if they are to engage in the conversations about pedagogy that are central to emergent, second-wave conceptions of cultural equity in the state of Queensland where the study was conducted. For practitioners questions arise from the possibility that the dispositions of Taiwanese and other Chinese, Asian and ESL students to teacher-directed forms of pedagogy may be constructed in Australian contexts. These pertain to the desirability of the outcomes of adaptations undertaken in the name of cultural equity, in addition to the implications of teachers' own professional-academic socialisation for debates over 'who' should get 'what' pedagogic provision. The thesis concludes with a discussion of the utility of the study's perspective and findings given current developments in the racial and cultural politics of Australian educational institutions.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Full Text

Introduktion: Behandlingen av datorspelsberoende är av svag evidensbaserad grund och diagnosen har ännu inte fått en svensk översättning. Syftet med föreliggande studie är att genom kvalitativa intervjuer med professionella undersöka berättelser om risk- och skyddsfaktorer i relation till behandlingsarbetet med individer som är beroende av datorspel. Metod: Som vetenskapsteoretisk utgångspunkt har vi utgått från hermeneutik, studien har utförts med den kvalitativa ansatsen där fem professionella behandlare har intervjuats. Studien har tagit teoretisk inspiration från den symboliska interaktionismen för att kunna tolka och genomföra analys av studiens empiri. Resultat: Riskfaktorer som informanterna kan se hos individer med datorspelsberoende är psykisk ohälsa, neuropsykiatriska diagnoser, särbegåvning, dåliga hemförhållanden, spel som flykt samt att spel är lättillgängligt. Skyddsfaktorer som kan ses hos individerna var goda hemförhållanden och god ekonomi samt att kunna balansera spelandet med andra aktiviteter och fritidsintressen. Även god skolgång och känslan av att ingå i ett sammanhang och känna meningsfullhet påvisades som en skyddsfaktor. I resultatet framkom det att behandlingsarbetet oftast grundar sig i KBT och MI. Familjeterapi är också viktigt i många fall samt att arbeta med levnadsvanor och positiva förändringsprocesser. Efterföljande behandling som återfallsprevention och strategier för efter avslutad behandling var också av vikt. Resultatet analyserades med hjälp av tidigare forskning och symbolisk interaktionism som teoretisk utgångspunkt. Slutsatser: Studien slutsatser visar på att flera riskfaktorer kan skapa en sårbarhet hos individen medans flera skyddsfaktorer istället kan skapa en motståndskraft mot problematiken. De riktlinjer med KBT och MI beskrivs som bristfälliga och att de professionella behöver ta till andra behandlingsmetoder för att försöka bemöta varje individs upplevelse av problematiken.

Syftet med föreliggande studie är att uppnå en ny kunskap om professionella aktörers berättelser om substitutionsbehandling i relation till framgång och hinder vid det praktiska arbetet. Studiens teoretiska utgångspunkt är relationellt perspektiv, då relationen i ett människovårdande yrke är av stor betydelse för ett lyckat behandlingsresultat. Detta är en studie med kvalitativ ansats och hermeneutisk vetenskapstradition, metoden som används är semistrukturerade intervjuer. Framgångarna som uppmärksammas i resultatet tyder på att utbudet i behandlingen, relationsskapandet, individuella förutsättningar samt utbildning, kunskap och förhållningssättet hos de professionella är viktiga faktorer för en lyckad behandling. Blandberoende, samverkan och samhällets syn på substitutionsbehandling och de som genomgår den är några av de hinder som framkom i resultatet. I resultatdiskussionen redovisas hinder och framgångar i det praktiska arbetet med substitutionsbehandling utifrån tidigare forskning och studiens resultat. Även efterfrågade förbättringsområden adresseras i resultatdiskussionen. Slutsatsen i studien är att bemötandet hos den professionella och relationen mellan de professionella och de individer som genomgår en substitutionsbehandling lägger grunden för en lyckad behandling. Den socialpedagogiska implikationen är de professionella aktörernas förhållningssätt och relationsskapande. Något som går att applicera i andra socialpedagogiska kontexter, en grundpelare gällande individers förändringsarbete.

Historically, many initiatives designed to assist marginalized populations in Brazil have emerged through civil society. More specifically, for the case of children and adolescents, it has been grassroots and non-governmental organizations (NGOs), at the local and national level, that have played a crucial role in not only defending the rights of destitute children and adolescents but also in creating programs to serve the needs of this vulnerable population. In this light, my aim through two ethnographic case studies is to investigate how the pedagogical approaches and non-formal education (NFE) programs provided by two NGOs foster the potential educational sites for today's street youths in Sao Paulo, Brazil, to become empowered socially, culturally, economically and politically. The two cases also serve as a point of entry to understand these urban youths as a subculture.

This doctoral research is an ethnographic study that describes the lived culture of Alice Lloyd College, a work college located in the Appalachian Mountains of Kentucky, and its efficacy in engaging Appalachian students in sustainability education in a college setting. Campus culture was found to be consistent with that of the broader Appalachian region, with three blue collar values emerging as core cultural indicators within the campus community. The three core values are work ethic, service, and self-reliance. Student participants reported low levels of cultural dissonance in transitioning from their family lives to life in college, with most claiming that their immediate families were supportive of their decision to attend college. This is uncommon in the higher education landscape as many Appalachian students on more traditional campuses are first-generation, struggle to persist to graduation, and experience clashing between their home culture and that which they experience at school. The institution was found to be a model of sustainability education in the areas of social and economic justice. Social justice is promoted through the enactment of the institution’s mission of cultivating leaders to serve and improve the Appalachian region. Economic justice is fostered through the College’s work program which makes higher education possible without debt for low-income Appalachian students by providing tuition waivers to those who work a minimum of 10 hours per week carrying out critical campus operations. While environmental justice was not found to be a current outcome, the institution’s practices have valuable implications for re-envisioning higher education as a tool for promoting—rather than impeding—holistic sustainability efforts by reinforcing and promulgating sustainable blue collar values through teaching subsistence skills and systems thinking in a work college setting. Data collection for this study was conducted via responsive qualitative interviews with multiple campus constituent groups, including students, faculty, and staff. Data analysis consisted of attributes coding, magnitude coding, and values coding, followed by code landscaping to identify patterns across each coding phase.

Research indicates that teachers benefit from education coursework in their preparation that provides opportunities to develop and practice pedagogical understandings (Darling-Hammond, 2000, 2006). Research also indicates that opportunities to enact learning from coursework are beneficial in teacher efficacy development within teacher preparation (Tschannen-Moran, 2007). Therefore, teacher education programs need to examine their structures and practices in an effort to provide the opportunities to enact their coursework to develop teachers’ pedagogical understandings and teacher efficacy. What needs to be better understood are the actual structures and strategies within the communities of practice that provide and encourage opportunities for growth of teacher efficacy for pre-service teachers. A case study methodology was used to explore the structures and strategies that pre-service teachers identified as contributing to the development of teacher efficacy within the collaborative cohort during the fall 2015 semester in a teacher education preparation program located in the Rocky Mountain West.

The findings suggest that (a) school communities matter as a context for pre-service teacher efficacy development, (b) purposeful, aligned, situated learning experiences which bridge course and field work contribute to efficacy development, and (c) a mindset of continual professional growth within practice develops confidence.

Researchers in cross-cultural pedagogy often invoke the work of Hofstede (1980; 1986) and Hofstede, Hofstede, and Minkov (2010) to explain variation in classroom behavioral norms across countries (e.g. Cronjé, 2011; Li & Guo, 2012; Tananuraksakul, 2013). Although Hofstede' s model of culture was developed from IBM employee surveys to facilitate cross-cultural management, Hofstede explicitly suggests that his findings can be generalized to student and teacher behavior in the classroom. The present study tests this suggestion by administering an online survey to university students (n=625) in the following countries: USA (n=181), South Africa (n=103), China (n=64), Turkey, (n=60), Russia, (n=59), Finland (n=58), Vietnam (n=52), and France (n=48). Although the number of countries included in this study is too low to produce globally generalizable results, a statistical comparison of national means on each item fails to support Hofstede's predictions about how national culture manifests in the classroom for these particular countries. Instead, provisional support is found for the creation of a new set of cultural dimensions for the specific purpose of studying classroom culture, with three such dimensions emerging from a principal components analysis of the present data set. The examination of national differences on individual items in this survey can also be useful for traveling instructors of English-speaking university classrooms.

This thesis presents a critical discourse analysis of how the sociology of gender is constructed in the sociology syllabus and two textbooks aimed for use at upper secondary school level. I use Bernstein’s theory of framing and classification to understand how power over knowledge is distributed through this construction. I take as my starting point that sociology, as framed in the syllabus, allocates a lot of power over knowledge to individual teachers. I outline the short history of sociology as a Swedish school subject and problematise this based on the fact that the majority of sociology teachers have limited education in sociology. I argue further that sociology as a discipline is characterised by an ambiguous canon and lack of pedagogic traditions. This increases the demands on sociology teachers. Based on previous research, I identify the sociology of gender as a potentially contentious area that warrants investigation.  Critical Discourse Analysis  (herein - CDA) takes as its starting point that discourses are a vehicle of ideology, and that ideology is capable of oppression or marginalization. Through critical discourse analysis it can be revealed that the construction of knowledge of gender marginalises queer voices and sociological perspectives on gender from outside the global North whilst simultaenously segregating feminist theory from mainstream sociology. “Mainstream sociology” in this context can be taken to include theories and perspectives which are used to understand society and social processes as a whole, such as the class, crime and deviance, the state and media. The construction of gender also selectively draws upon dominant socio-cultural discourses on gender, such as gender equality politics and sociological research. Violence against women, and masculinity are two topics identified as important in gender equality politics, for example, but are not part of the construction of the knowledge on gender. This is in itself not surprising, the analysed course is only 100 points in total and cannot possibly cover everything, but it does raise questions about which perspectives are included and which are excluded.   Importantly, the purpose of this thesis is not to discredit the knowledge of gender as constructed by the syllabus and textbooks, and to supplant it with other perspectives. This would be unconscionably arrogant and simply replacing one set of ideologies with other ideologies. This would be  counterproductive to the aims of CDA. The purpose is rather to reveal the ideologies behind the discourse and enable an informed discussion from multiple perspectives. I conclude this thesis by arguing for the benefits of introducing norm critical pedagogy into sociology teaching as a means of countering bias in knowledge creation and selection, and as a pedagogical tool in a  field where no identifiable pedagogic approach exists as yet.

The accelerated growth of 1:1 educational computing initiatives has challenged digital equity with a three-tiered, socioeconomic digital divide: (a) access, (b) higher order uses, and (c) user empowerment and personalization. As the access gap has been closing, the exponential increase of 1:1 devices threatens to widen the second and third digital divides. Using critical theory, specifically, critical theory of technology and critical pedagogy, and a qualitative case study design, this research explored the experiences of a middle school categorized under California criteria as “socioeconomically disadvantaged”. This study contributes to critical theory on technology within an educational setting, as well as provides voice to the experiences of teachers and students with economic disadvantages experiencing the phenomena of 1:1 computing.

Using observational, interview, and school document data, this study asked the question: To what extent do 1:1 technology integration uses and associated pedagogical practices foster Margins of Maneuver in an eighth grade comprised of a student population that is predominantly economically disadvantaged? Probing two key markers of Margins of Maneuver, student agency and participation, the study found: (a) a technology-enhanced learning culture; (b) a teacher shift to facilitator roles; (c) instances of engaged, experiential, and inquiry learning and higher order technology uses; (d) in-progress efforts to strengthen student voice and self-identity. Accompanying the progress in narrowing economically based digital divides, the data also demonstrated some tension with the knowledge economy. Nevertheless, sufficient margins existed, associated with one-to-one uses and practices, to result in micro-resistances characterized by assertion of student agency and democratization potential.

The thesis offers a post hoc account of three pieces of research relating to women's adult education which were camed out by the author over a penod of about fifteen years. In the process the thesis engages with a number of themes and issues in and around feminist theory and practite and adult education theory and practice. Radical traditions in adult education - particularly femimst-inspired traditions - are examined as spaces for the democratic production of "really useful knowledge". Changing meanings of feminist research and radical adult education are explored, as is the relationship between abstract knowledge and everyday knowledge. Developments in feminist epistemology are drawn on and related to a social justice agenda for adult education Through a critique of my own practice. I suggest that feminists and adult educators are well-placed to pursue a democratising project geared to including previously excluded groups in the production of legitimated knowledge. The thesis argues that we need to develop an understanding of our practices which combines historical, contextual understandings with an appreciation of what changed social and cultural conditions mean for the pursuit of any democratic knowledge-producing project.

Employers highly value college graduates who have strong teamwork and interpersonal skills. In studies focused on employer priorities for college learning sponsored by the Association of American Colleges and Universities in 2008, 2010, and 2013, employers have stated that colleges should do more to prepare graduates to work effectively in a team-based work environment. Equally important is the empirical research which has demonstrated that cooperative learning has the ability to significantly enhance student learning. These benefits include higher academic achievement, better longterm retention of what is learned, enhanced ability to transfer learning from one situation to another and a more positive attitude toward the academic subject being studied. Lastly, the study of teamwork is important to the study of leadership, without a team of followers there is no leadership. Many college and university faculty have students work in cooperative groups and assign team projects in their courses. Unfortunately, most faculty do not realize that the development of effective teamwork knowledge, skills, and abilities takes time, education and training. Students need to be taught how to work cooperatively in teams; these skills do not naturally develop on their own.

The purpose of this descriptive study was to investigate the differences between what the research literature identifies as cooperative learning and teamwork instructional “best practices” and what postsecondary faculty in a variety of academic disciplines actually do when employing groups or teams in their courses. An additional research objective was to gain a better understanding of the factors that contribute to any differences discovered. In order to take a first step toward answering these questions a web-based survey of full-time faculty, both liberal arts and professional, employed at ten different Maryland colleges and universities was conducted.

An analysis of the data collected revealed that a preponderance of the faculty assigned cooperative work and team assignments for student centered reasons; they want their students to learn teamwork skills and course content. Yet the majority of the faculty implement very few of the cooperative learning and teamwork instructional “best practices” discussed in the academic literature. In other words, students were assigned to course teams with little forethought, preparation, or guidance from faculty and many of the assignments utilized were not properly designed for student group/team learning. The research suggests a majority of faculty harbor misconceptions about how students learn teamwork skills and do not realize that their own knowledge of cooperative learning and teamwork as well as of the best instructional practices was very limited. Lastly, the research uncovered several statistically significant relationships among the use of cooperative groups, team projects and instructional “best practices” and with faculty teamwork self-efficacy, collectivism values, motivation, attitude and to a lesser degree with faculty teamwork KSAs and demographics.

By gaining a better understanding of faculty confidence and competence to teach and coach effective cooperative learning and teamwork within their classrooms, colleges and universities will be able to develop meaningful instructional aids, mentoring programs and professional development opportunities which support faculty in the effective facilitation of meaningful group exercises and team projects in their courses. In so doing, the college student’s attitude toward future team opportunities will be more positive and the likelihood increased that effective teamwork skills will be developed and more likely transferred to future professional situations.

This qualitative study examined the cognition and practices of four teachers teaching in low-SES schools. The four case studies were comprised of three elementary teachers and one middle school teachers in the state of Columbia*. The study explored how the teachers' schooling, professional coursework, classroom practices, and contextual factors affected their teaching practices. The conceptual framework for the study came from Borg's (2003) representation of teacher cognition for language teachers.

Data were triangulated and collected from interviews, documents, and classroom observations. The four teachers were interviewed three times each. The documents collected were professional correspondence, pertinent papers, homework, or other artifacts that demonstrated the teachers' cognition.

The findings of the study showed the teachers' cognition was primarily influenced by schooling, classroom practices, and contextual factors, but not professional coursework. The findings also suggest that the teachers in the study found relationships with students and a student reflexive curriculum to be paramount in their classroom practice in a low-SES school. In addition, three of the teachers all regarded the contextual factor of equity in their schools to be of importance in their cognition of teaching.

*pseudonyms.

This qualitative research study brings to light the need for a Critical Race Theory approach to early childhood education. Ten early childhood educators were interviewed and asked about how they teach about race and racism with their students. Four major findings are identified and described within the study, Devaluing Children's Ability; Ethnic Identity and Cultural Belonging; Critical Race Turning Points; and Challenges of Teaching About Race and Racism. Critical Race Turning Points is new, innovative conceptual tool and model that describes motivations of educators that work towards positive, social justice oriented change in their teaching. Conclusions recommended in this study include: the need to for a professional organization for early childhood educators working for racial and social justice, a mandate for more consistent education levels for early childhood educators, and inclusion of topics of race, racism, and social difference in early childhood education curriculum.

Jämställdhetsintegrering är den huvudsakliga strategin för att uppnå de jämställdhetspolitiska målen i Sverige. Trots att strategin använts i drygt 20 år finns relativt lite forskning om praktiskt arbete med jämställdhetsintegrering. Syftet med denna avhandling är att, utifrån ett lärperspektiv, som har sin grund i verksamhetsteori, studera och bidra med kunskap om jämställdhetsintegreringsarbete och dess förutsättningar i en kommun. I studien görs en empirisk analys av jämställdhetsintegreringsarbetet i en kommun, som bedömts ligga i framkant när det gäller arbete med jämställdhetsintegrering. Avhandlingens frågeställningar är: 1. Hur organiseras och genomförs jämställdhetsintegreringsarbetet i kommunen? 2. Vilka förutsättningar underlättar respektive försvårar jämställdhetsintegreringsarbetet i kommunen? Kommunen deltog under tiden för insamlingen av data (2011 – 2013) i Program för Hållbar Jämställdhet, regeringens hittills enskilt största jämställdhetssatsning. Studien genomfördes utifrån en interaktiv forskningsansats i form av en kvalitativ fallstudie. Datainsamlingen baseras på intervjuer med 36 personer som representerade olika nivåer och funktioner i kommunen. I analysen har kommunens arbete med jämställdhetsintegrering studerats som en relation mellan två verksamhetssystem. Det ena verksamhetssystemet utgjordes av kommunkoncernen med två förvaltningar i fokus och det andra av den utvecklingsorganisation som utformades. Resultaten visar att utvecklingsorganisationen i hög grad bidrog till jämställdhetsintegreringsarbetet i kommunen, då det över tid uppstod olika motsättningar mellan de två verksamhetssystemen. Dessa motsättningar kan sägas ha satt igång expansiva lärprocesser, vilka bidrog till att arbetet med jämställdhetsintegrering påbörjades, och givet vissa förutsättningar, hölls vid liv. Motsättningarna kan ses som förutsättningar som både underlättade och försvårade jämställdhetsintegreringsarbetet. Motsättningar identifierades mellan politiska intentioner och lokalt utvecklingsarbete, mellan abstrakt och konkret jämställdhetsintegreringsarbete och i form av emergenta (framväxande) motsättningar. I studien dras några slutsatser. Den första är att planerade interventioner som sätter igång ett expansivt lärande behövs för att driva och fördjupa arbete med jämställdhetsintegrering. Sådana interventioner kan skapa motsättningar inom verksamheterna. Verksamheternas förmåga att hantera motsättningarna är avgörande för verksamheternas utveckling. En andra slutsats är att planerade stödaktiviteter är en förutsättning för att hantera de motsättningar som skapas av de planerade interventionerna. En handlingsberedskap behövs även för att ta hand om de oplanerade motsättningar som växer fram (emergenta), vilka annars riskerar att försvåra arbetet. Genom att skapa och hantera motsättningar inom verksamheter kan expansiva lärprocesser sättas igång, vilka i sin tur kan bidra till att verksamheterna, och inte enstaka individer förändras, vilket ökar möjligheterna att ge en mer jämställd service. Eftersom både yttre och inre tryck ofta saknas eller är svagt när det gäller jämställdhetsarbete är behovet av att skapa drivkrafter för arbetet stort.

Dauguma gerantologų daugiausiai nagrinėja buitines, socialines, ekonomines pagyvenusių žmonių integracijos problemas. Mažai dėmesio skiriama pagyvenusio žmogaus adaptacijai / integracijai į bendruomeninę veiklą globos institucijoje suteikiant galimybę jam išgyventi būties pilnatvę ir prasmingumą. Todėl šiame darbe bus analizuojamas bendruomeninio darbo užimtumo formos. Aktualumas – Bręstant valstybei, gilėja demokratinės nuostatos ir tradicijos dėl to padidėja reikalavimai užtikrinti visavertę pagyvenusių žmonių gyvenimo kokybę ir socializaciją.Viena iš šio darbo krypčių : pagyvenusių žmonių gyvenimo kokybės gerinimas valstybinėse globos įstaigose. Tyrimo objektas – Pagyvenusių žmonių įsitraukimas į įvairias veiklas, didinančias jų socializaciją. Tyrimo tikslas - nustatyti geriausiai tinkančias užimtumo formas, taikytinas soc.darbuotojo veikloje su pagyvenusiais žmonėmis jų visaverčiam gyvenimui užtikrinti. Tyrimo hipotezė - Šiuo metu globos įstaigose taikoma nepakankamos socialinės reabilitacijos paslaugos ir jų įvairovė yra nepakankama. Tyrimo uždaviniai: 1. Atlikti mokslinės literatūros , įstatyminės bazės nagrinėjančios pagyvenusių žmonių gyvenimo globos įstaigose klausimus užsienio valstybėse ir Lietuvoje . 2. Apibūdinti socialinio gyvenimo turinį bei raišką pasirinktose pagyvenusių žmonių įstaigose. 3. Nustatyti socialinio darbo su pagyvenusiais žmonėmis pasirinktose įstaigose spragas. 4. Parengti rekomendacijas, kaip didinti pagyvenusių žmonių... [toliau žr. visą tekstą]
Due to the state development, the growth of democratic attitudes and traditions, the necessity to guarantee the human life quality and socialization has also increased. One of the work objectives is the improving of elderly people’s living quality in the state care centres. Research object is elderly people’s involvement into different activities which can improve their socialization. Research objective is to identify the best activity forms, which might be applied in a social worker’s work with care centre residents in order to make their life good. Research hypothesis is the fact that there are not enough social rehabilitation services in the care centres; the variety of services is insufficient as well. Research aims: 1. The analysis of foreign and Lithuanian scientific sources and laws, which focus on elderly people’s problems. 2. The description of social life content in the chosen care centres, trying to reveal employees’ sociality. 3. The estimation of social work drawbacks with residents in the chosen institutions. 4. The preparation of certain recommendations how to increase elderly people’s social integration and self-realization in the care centres. Research methods: • The analysis of literature sources and laws • Questionnaire • Observation • Conversation • The analysis of statistically obtained data Research stages: In the first part there is a scientific analysis, trying to base theoretically the hypothesis and assumptions of the scientists of psychology... [to full text]

The multiliteracies pedagogy of the New London Group is a response to the emergence of new literacies and changing forms of meaning-making in contemporary contexts of increased cultural and linguistic diversity. This critical ethnographic research investigates the interactions between pedagogy, power, discourses, and differential access to multiliteracies, among a group of culturally and linguistically diverse learners in a mainstream Australian classroom. The study documents the way in which a teacher enacted the multiliteracies pedagogy through a series of mediabased lessons with her year six (aged 11-12 years) class. The reporting of this research is timely because the multiliteracies pedagogy has become a key feature of Australian educational policy initiatives and syllabus requirements. The methodology of this study was based on Carspecken's critical ethnography. This method includes five stages: Stage One involved eighteen days of observational data collection over the course of ten weeks in the classroom. The multiliteracies lessons aimed to enable learners to collaboratively design a claymation movie. Stage Two was the initial analysis of data, including verbatim transcribing, coding, and applying analytic tools to the data. Stage Three involved semi-structured, forty-five minute interviews with the principal, teacher, and four culturally and linguistically diverse students. In Stages Four and Five, the results of micro-level data analysis were compared with macro-level phenomena using structuration theory and extant literature about access to multiliteracies. The key finding was that students' access to multiliteracies differed among the culturally and linguistically diverse group. Existing degrees of access were reproduced, based on the learners' relation to the dominant culture. In the context of the media-based lessons in which students designed claymation movies, students from Anglo-Australian, middle-class backgrounds had greater access to transformed designing than those who were culturally marginalised. These experiences were mediated by pedagogy, power, and discourses in the classroom, which were in turn influenced by the agency of individuals. The individuals were both enabled and constrained by structures of power within the school and the wider educational and social systems. Recommendations arising from the study were provided for teachers, principals, policy makers and researchers who seek to monitor and facilitate the success of the multiliteracies pedagogy in culturally and linguistically diverse educational contexts.

The multiliteracies pedagogy of the New London Group is a response to the emergence of new literacies and changing forms of meaning-making in contemporary contexts of increased cultural and linguistic diversity. This critical ethnographic research investigates the interactions between pedagogy, power, discourses, and differential access to multiliteracies, among a group of culturally and linguistically diverse learners in a mainstream Australian classroom. The study documents the way in which a teacher enacted the multiliteracies pedagogy through a series of mediabased lessons with her year six (aged 11-12 years) class. The reporting of this research is timely because the multiliteracies pedagogy has become a key feature of Australian educational policy initiatives and syllabus requirements. The methodology of this study was based on Carspecken's critical ethnography. This method includes five stages: Stage One involved eighteen days of observational data collection over the course of ten weeks in the classroom. The multiliteracies lessons aimed to enable learners to collaboratively design a claymation movie. Stage Two was the initial analysis of data, including verbatim transcribing, coding, and applying analytic tools to the data. Stage Three involved semi-structured, forty-five minute interviews with the principal, teacher, and four culturally and linguistically diverse students. In Stages Four and Five, the results of micro-level data analysis were compared with macro-level phenomena using structuration theory and extant literature about access to multiliteracies. The key finding was that students' access to multiliteracies differed among the culturally and linguistically diverse group. Existing degrees of access were reproduced, based on the learners' relation to the dominant culture. In the context of the media-based lessons in which students designed claymation movies, students from Anglo-Australian, middle-class backgrounds had greater access to transformed designing than those who were culturally marginalised. These experiences were mediated by pedagogy, power, and discourses in the classroom, which were in turn influenced by the agency of individuals. The individuals were both enabled and constrained by structures of power within the school and the wider educational and social systems. Recommendations arising from the study were provided for teachers, principals, policy makers and researchers who seek to monitor and facilitate the success of the multiliteracies pedagogy in culturally and linguistically diverse educational contexts.

This study sought to uncover teacher perceptions of social capital within a high school mathematics department utilizing a research design that acknowledged the complex environment faced by high school teachers and their subsequent interpretations of how and from whom they sought access to professional resources. Through an analysis of narratives captured as teachers interviewed one another in strong-tie pairs, the study identified the elements of social capital which were central to the professional lives of high school mathematics teachers. Narrative analysis revealed that the group, situated in an urban setting, was able to define issues around trust and structure within their network. There was significantly less discussion or acknowledgement of the remaining dimensions of social capital: level of professional expertise within their group, and the depth or content of their professional interactions. Teachers had no vocabulary, interactional routines, norms or other tools to assist in the analysis of these key social capital resources.

The study found that there is a need for an additional dimension to be included in existing social capital models. Defined as “Group Self-Knowledge”, I describe this construct as a way for teacher networks to detect, define and assess their own capacity for change and innovation. The ability of a network to assess its social capital is described as necessary in determining specific needs for professional development resources, and in aligning those needs with the resources (physical, human or social capital) that are most likely to lead to conditions in which a network could learn, adapt, grow and change. Social capital models offer constructs which can assist in social capital analysis, and which could lead to significant impacts on educational organizations: a "systems" view that privileges the knowledge of the group and disrupts teachers' tendency towards individualism, presentism and conservatism (Lortie, 1975); an expectation of professionalism, creativity and problem-solving from the teachers within the system; a shift away from a deficit model of teaching towards a vision of educational systems as collections of assets; and an educational model that operates from a standpoint of reinvestment and re-cycling of vital resources back into itself.

Este estudo teve como objetivo analisar o sentido atribuído à prática esportiva escolar, descrito por Instrutores/Treinadores (I/T) de futsal no ambiente extracurricular de escolas particulares da cidade de Ribeirão Preto/SP. Estima-se que no Brasil cerca de 20 milhões de pessoas praticam o futsal de forma não oficial e cerca de 300 mil atletas jogam com algum tipo de vínculo federativo em instituição oficial. A opção pelos I/T foi devido à relevância destes que se encontram em lugar central em um processo de formação esportiva. A metodologia da pesquisa, de caráter qualitativo, utilizou-se da Teoria Fundamentada nos Dados (TF) para as análises das respostas de entrevistas semiestruturadas com sete I/T de futsal de escolas particulares da Educação Básica de Ensino Fundamental II. Os resultados indicaram que os I/T justificam suas razões ao ensinar futsal por diferentes objetivos: ensino de valores, ensino e desenvolvimento de uma cultura esportiva pelos alunos, formação para o seguimento de uma carreira esportiva dos alunos, formação de equipes competitivas aptas a vencer jogos formais e campeonatos escolares. Os resultados indicaram também que os I/T sofrem influências do sentido oficial do esporte em suas ações. O modus operandi descrito por eles para selecionar os alunos para os jogos de competição formais, a valorização da vitória, e os comportamentos no banco de reservas, se assemelham muito com o observado no ambiente do esporte de alto rendimento. Portanto, observou-se uma predominância do uso do sentido oficial da prática esportiva reproduzidos no ambiente escolar extracurricular, reprodução esta que pode causar uma participação desigual dos alunos em jogos e competições escolares formais. Concluiu-se que este ambiente escolar extracurricular de práticas esportivas necessita passar por um processo de ressignificação, para assim, favorecer uma participação maior e com oportunidades mais igualitárias de aprendizado de todos os alunos que se interessem por uma modalidade esportiva
The aim of this study was to analyse the meaning attributed to practice, described by Futsal Coaches involved in the extracurricular environment of private schools in the city of Ribeirão Preto - SP. It is estimated that in Brazil about 20 million people practice futsal on unofficial way and about 300 thousand athletes play futsal with some kind of formal link to sport institutions. The option of investigate coaches was due to their relevance, because they occupy a central role in the process of sports training. The Grounded Theory, which is a qualitative research methodology, was applied for the analysis of responses of semi-structured interviews with seven futsal coaches on private high schools extracurricular sport activities. The results indicated that coaches justify different goals when teaching futsal: to teach values, to stimulate the development of a students sports culture, to stimulate the pursuit of a sports career and the formation of competitive teams capable of winning formal games and scholar tournaments. The results also indicated that the coaches agency are influenced by the hegemonic model of high performance sports. The modus operandi described by them to select students for the formal competition games, the valorisation of the victory, and the behaviour in the bench, closely resemble the one observed in the environment of the high-performance sports. Therefore, it was observed a predominance of the use of the official meaning of sports practice reproduced in the school extracurricular environment. Such reproduction is causing unequal participation of students in formal school games and tournaments. It was concluded that this extracurricular school environment of sports practices needs to undergo a process of resignification, to favour a larger participation of all students who are interested in some sports

Thesis (Dr. of Education)--University of Cincinnati, 2007.
Advisor: Holly Johnson Title from electronic thesis title page (viewed Dec.10, 2007). Includes abstract. Keywords: Teaching for Social Justice; Literature; Adolescent Literacy; Texts; Teacher Beliefs Includes bibliographical references.

Esta pesquisa aborda a pedagogia musical online de um curso de música a distância que utiliza como ambiente virtual de aprendizagem a plataforma moodle. A pesquisa tem como objetivo geral compreender como se constitui a pedagogia musical online que se configura no ambiente virtual de aprendizagem musical, tomando como locus o Curso de Licenciatura em Música da UAB-UnB, na modalidade a distância. A pedagogia musical online, neste estudo, inclui: as metodologias, os recursos e os materiais didáticos utilizados no moodle e o direcionamento desses aportes teórico-metodológicos no processo formativo do curso de música a distância, a partir da relação entre plataforma moodle, ferramentas, conteúdos e seus atores sociais. Participaram deste estudo vinte e três sujeitos inseridos na plataforma moodle do curso de música a distância, sendo dois coordenadores, uma gestora, uma professora autora/supervisora, seis tutores a distância e treze alunos virtuais. Como objetivos específicos, este estudo pretende contextualizar a escolha dos alunos pelo curso de música na modalidade a distância; investigar que mediações pedagógico-musicais são constituídas nesse ambiente virtual; verificar a organização das disciplinas observadas, identificar a interação que ocorre no interior dessas disciplinas, identificar como os sujeitos administram o tempo e o espaço no curso de música a distância e examinar a viabilidade do curso de música a distância. A fundamentação teórica está alicerçada no campo da sociologia da educação musical, sociologia da comunicação, sociologia da educação e da sociologia da educação a distância. A partir das ramificações desse campo sociológico, este estudo possui como base teórica autores que lapidaram um olhar sobre a vida cotidiana diante do contexto da cibercultura (LEMOS, 2008; FAINHOLC, 2007; HALABAN, 2010). A metodologia utilizada é Estudo de Caso com abordagem qualitativa (POUPART et al., 2008; DESLAURIERS e KÉRISIT, 2008; GODOI et al., 2007; YIN, 2005; BOGDAN e BIKLEN, 1994). As técnicas de coleta de dados utilizadas foram a observação não participante e participante, bem como a entrevista online, sendo essa uma adaptação da entrevista desenvolvida presencialmente (NICOLACI-DA-COSTA, 2007). Os resultados mostram que aprender música a distância é possível e que a procura por essa modalidade é crescente, tendo em vista a sua flexibilidade na organização do tempo e do espaço. A análise e a interpretação dos dados revelam que a pedagogia musical online tem que ser pensada a partir de suas demandas específicas em cada disciplina, vinculada à realidade de cada contexto inserido no processo de formação, além de ser adaptada e transformada para atender essas necessidades específicas.
This study discusses the online music pedagogy of a distance music course that uses Moodle, a software platform, as a virtual learning environment. It aims to understand how the online music pedagogy is created in the music virtual learning environment, assuming as a research locus, the Degree in Music at the UAB-UnB, as a distance learning mode. In this study, the online music pedagogy includes: Moodle methodologies, resources, and learning materials, and the application of such methodological-theoretical resources in the process of creating the music distance learning course from the relationship amongst its platform, tools, contents and social protagonists. Twenty three individuals , who were included in the moodle platform of the music distance learning course, participated in this study; two coordinators, one manager, one teacher author/supervisor, six distance learning tutors, and thirteen virtual students. The specific purposes of this study aim to contextualize the students’ choice for the music distance learning course; to investigate which musical-pedagogical mediations are created in this virtual environment; to analyze the discipline arrangement; to identify how these disciplines interact; to verify how the individuals manage time and space in this course; and to observe the music distance course viability. The theoretical foundation is based on the field of sociology of music education, sociology of communication, sociology of education and sociology of distance learning. From the branches of Sociology, the theoretical basis of this study is supported by authors who refined a look at everyday life with regard to the cyber culture context (LEMOS, 2008; FAINHOLC, 2007; HALABAN, 2010). This is a qualitative case study (POUPART et al., 2008; DESLAURIERS and KÉRISIT, 2008; GODOI et al., 2007; YIN, 2005; BOGDAN and BIKLEN, 1994). Data collection techniques used were non-participant and participant observations, as well as an online interview, which was an adaptation of a face-to-face interview (NICOLACI-DA-COSTA, 2007). The results showed that it is possible to learn music by taking online music courses. There is a growing demand for such alternative mode of learning as they provide greater flexibility in the organization of time and space. Data analysis and interpretation revealed that online music pedagogy should take into account its specific demands in each discipline, linked to the reality of each context inserted in the process of training, in addition to being adapted and transformed to meet these specific needs.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
The main objective of the present research is to reflect on the affinities between post-colonial theories - analytical perspectives directed toward the discussion of colonialism and its effects on the contemporary social fabric - and Brazilian educator, Paulo Freire‟s (1921-1997) Pedagogy of the Oppressed, written at the end of the 1960‟s. The study aims to make the argument that the present reflections on the featured work is an example of a post-colonial theoretical framework, delineating a critical modus operandi of colonialism, particularly in its cultural and epistemic dimensions, delineating a problematization of the processes of cognitive domination set, above all, by the European colonization of the Latin American continent, with the formation of the modern-world-system (WALLERSTEIN, 2007), dated from the 16TH Century forward. From this stand point, and especially supported by the contributions of Boaventura de Sousa Santos on the sociology of absence, the present work accentuates Pedagogy of the Oppressed as a set of reflections that bring the possibility of a pedagogy of absence (SANTOS, 1996), having in mind that, this book deals with, the presuppositions of an educational action, which considers the plurality of knowledge and social practices by way of the establishment of a pedagogical practice of collective construction, emancipator and dialogic that arises from the encounter to the indolent reason (SANTOS, 2009) in which the silencing of the voices of the oppressed, construct their conditions of invisibility, promoting also the absence of the social questions inherent to the processes of teaching and learning. It is with this perspective, however, that post colonialism is considered a theoretical site for the affirmation and the reinvention of the Pedagogy of the Oppressed, an obligatory reference in the construction of a prudent knowledge for a decent life (SANTOS, 2006)
A disserta??o em pauta possui como objetivo principal a reflex?o acerca das afinidades entre as teorias p?s-coloniais - perspectivas anal?ticas voltadas para a discuss?o em torno do colonialismo e de seus efeitos na tecitura social contempor?nea - e a Pedagogia do Oprimido - livro escrito pelo educador brasileiro Paulo Freire (1921-1997) durante os anos finais da d?cada de 1960. Argumentamos que as reflex?es presentes na obra em destaque, a exemplo do arcabou?o te?rico p?s-colonial, delineiam uma cr?tica ao modus operandi do colonialismo, particularmente em sua dimens?o cultural e epist?mica, delineando uma problematiza??o sobre os processos de domina??o cognitiva instaurados, sobretudo, a partir da coloniza??o europeia no continente latino-americano, quando da forma??o do sistema-mundo-moderno (WALLERSTEIN, 2007), datada do S?culo XVI em diante. Partindo-se deste princ?pio, e amparado especialmente nas contribui??es de Boaventura de Sousa Santos sobre a sociologia das aus?ncias, o presente estudo acentua a Pedagogia do Oprimido como um conjunto de reflex?es que trazem a possibilidade de uma pedagogia das aus?ncias (SANTOS, 1996), tendo em vista que, neste livro, evidenciam-se os pressupostos de uma a??o educacional que considera a pluralidade de saberes e de pr?ticas sociais por meio do estabelecimento de uma pr?tica pedag?gica de constru??o coletiva, emancipat?ria e dialogal que vai de encontro ? raz?o indolente (SANTOS, 2009). Esta raz?o, ao silenciar as vozes dos oprimidos, constr?i suas condi??es de invisibilidade, promovendo tamb?m a aus?ncia de quest?es sociais inerentes aos processos de ensino e de aprendizagem. ? no interior desta perspectiva, portanto, que se considera o p?s-colonialismo como um lugar te?rico para a afirma??o e a reinven??o da Pedagogia do Oprimido, referencial imprescind?vel ? constru??o de um conhecimento prudente para uma vida decente (SANTOS, 2006)

This thesis draws on student testimony, curriculum analysis, and statistical tests to explore 1) the degree to which gender, financial aid status, and race/ethnicity correlate with student perceptions of Intro to IR course content and 2) the degree to which students conceptualize IR as interrelated with social identities, as opposed to an abstracted state-centric discipline.

Over the past twenty years, the idea that planning and development practices should be ‘sustainable’ has become a key tenet of discourses characterising the field of planning and development. As part of the agenda to balance and integrate economic, environmental and social interests, democratic participatory governance arrangements are frequently purported to be necessary to achieve ‘sustainable development’ at both local and global levels. Despite the theoretical disjuncture between ideas of democratic civic participation, on the one hand, and civic participation as a means to achieve pre-determined sustainability goals on the other, notions of civic participation for sustainability have become integral features of sustainable development discourses. Underpinned by a conceptual and methodological intent to perform an epistemological ‘break’ with notions of civic participation for sustainability, this thesis explicates how citizens are enrolled in the sustainable development agenda in the discourse of policy. More specifically, it examines how assumptions about civic participation in sustainable development policy discourses operate, and unpacks some discursive strategies through which policy language ‘enrols’ citizens in the same set of assumptions around their normative requirement for participation in sustainable development. Focussing in on a case study sustainable development policy document – a draft regional plan representing a case of ‘enrolling the citizen in sustainability’ - it employs three sociological perspectives/methods that progressively highlight some of the ways that the policy language enjoins citizens as active participants in ‘sustainable’ regional planning. As a thesis-by-publication, the application of each perspective/method is reported in the form of an article prepared for publication in an academic journal. In a departure from common-sense understandings of civic participation for sustainability, the first article examines the governmentality of sustainable development policy. Specifically, this article explores how civic community – particularly community rights and responsibilities – are deployed in the policy discourse as techniques of government that shape and regulate the conduct of subjects. In this respect, rather than seeing civic community as a specific ‘thing’ and participation as corresponding to particular types of ‘activities’, this paper demonstrates how notions of civic participation are constructed and mobilised in the language of sustainable development policy in ways that facilitate government ‘at a distance’. The second article begs another kind of question of the policy – one concerned more specifically with how the everyday practices of subjects become aligned with the principles of sustainable development. This paper, therefore, investigates the role of pedagogy in establishing governance relations in which citizens are called to participate as part of the problematic of sustainability. The analysis suggests that viewing the case study policy in terms of relationships of informal pedagogy provided insights into the positioning of the citizen as an ‘acquirer’ of sustainability principles. In this instance, the pedagogic values of the text provide for low levels of discretion in how citizens could position themselves in the moral order of the discourse. This results in a strong injunction for citizens to subscribe to sustainability principles in a participatory spirit coupled with the requirement for citizens to delegate to the experts to carry out these principles. The third article represents a further breakdown of the ways in which citizens become enrolled in ‘sustainable’ regional planning within the language of the case study policy. Applying an ethnomethodological perspective, specifically Membership Categorization Analysis, this article examines the way ‘the citizen’ and ‘civic values and obligations’ are produced in the interactional context of the text. This study shows how the generation of a substantive moral order that ties the citizen to sustainable values and obligations with respect to the region, is underpinned by a normative morality associated with the production of orderliness in ‘text-in-interaction’. As such, it demonstrates how the production and positioning of ‘the citizen’ in relation to the institutional authors of the policy, and the region more generally, are practical accomplishments that orient the reader to identify him/herself as a ‘citizen’ and embrace the ‘civic values and obligations’ to which he/she is bound. Together, the different conceptual and methodological approaches applied in the thesis provide a more holistic picture of the different ways in which citizens are discursively enrolled in the sustainability agenda. At the substantive level, each analysis reveals a different dimension of how the active citizen is mobilised as a responsible agent for sustainable development. In this respect, civic participation for sustainability is actualised and reproduced through the realms of language, not necessarily through applied occasions of civic participation in the ‘taken-for-granted’ sense. Furthermore, at the conceptual and methodological level, the thesis makes a significant contribution to sociological inquiry into relationships of governance. Rather than residing within the boundaries of a specific sociological perspective, it shows how different approaches that would traditionally be applied in a mutually exclusive manner, can complement each other to advance understanding of how governance discourses operate. In this respect, it provides a rigorous conceptual and methodological platform for further investigations into how citizens become enrolled in programmes of government.

Over the past twenty years, the idea that planning and development practices should be ‘sustainable’ has become a key tenet of discourses characterising the field of planning and development. As part of the agenda to balance and integrate economic, environmental and social interests, democratic participatory governance arrangements are frequently purported to be necessary to achieve ‘sustainable development’ at both local and global levels. Despite the theoretical disjuncture between ideas of democratic civic participation, on the one hand, and civic participation as a means to achieve pre-determined sustainability goals on the other, notions of civic participation for sustainability have become integral features of sustainable development discourses. Underpinned by a conceptual and methodological intent to perform an epistemological ‘break’ with notions of civic participation for sustainability, this thesis explicates how citizens are enrolled in the sustainable development agenda in the discourse of policy. More specifically, it examines how assumptions about civic participation in sustainable development policy discourses operate, and unpacks some discursive strategies through which policy language ‘enrols’ citizens in the same set of assumptions around their normative requirement for participation in sustainable development. Focussing in on a case study sustainable development policy document – a draft regional plan representing a case of ‘enrolling the citizen in sustainability’ - it employs three sociological perspectives/methods that progressively highlight some of the ways that the policy language enjoins citizens as active participants in ‘sustainable’ regional planning. As a thesis-by-publication, the application of each perspective/method is reported in the form of an article prepared for publication in an academic journal. In a departure from common-sense understandings of civic participation for sustainability, the first article examines the governmentality of sustainable development policy. Specifically, this article explores how civic community – particularly community rights and responsibilities – are deployed in the policy discourse as techniques of government that shape and regulate the conduct of subjects. In this respect, rather than seeing civic community as a specific ‘thing’ and participation as corresponding to particular types of ‘activities’, this paper demonstrates how notions of civic participation are constructed and mobilised in the language of sustainable development policy in ways that facilitate government ‘at a distance’. The second article begs another kind of question of the policy – one concerned more specifically with how the everyday practices of subjects become aligned with the principles of sustainable development. This paper, therefore, investigates the role of pedagogy in establishing governance relations in which citizens are called to participate as part of the problematic of sustainability. The analysis suggests that viewing the case study policy in terms of relationships of informal pedagogy provided insights into the positioning of the citizen as an ‘acquirer’ of sustainability principles. In this instance, the pedagogic values of the text provide for low levels of discretion in how citizens could position themselves in the moral order of the discourse. This results in a strong injunction for citizens to subscribe to sustainability principles in a participatory spirit coupled with the requirement for citizens to delegate to the experts to carry out these principles. The third article represents a further breakdown of the ways in which citizens become enrolled in ‘sustainable’ regional planning within the language of the case study policy. Applying an ethnomethodological perspective, specifically Membership Categorization Analysis, this article examines the way ‘the citizen’ and ‘civic values and obligations’ are produced in the interactional context of the text. This study shows how the generation of a substantive moral order that ties the citizen to sustainable values and obligations with respect to the region, is underpinned by a normative morality associated with the production of orderliness in ‘text-in-interaction’. As such, it demonstrates how the production and positioning of ‘the citizen’ in relation to the institutional authors of the policy, and the region more generally, are practical accomplishments that orient the reader to identify him/herself as a ‘citizen’ and embrace the ‘civic values and obligations’ to which he/she is bound. Together, the different conceptual and methodological approaches applied in the thesis provide a more holistic picture of the different ways in which citizens are discursively enrolled in the sustainability agenda. At the substantive level, each analysis reveals a different dimension of how the active citizen is mobilised as a responsible agent for sustainable development. In this respect, civic participation for sustainability is actualised and reproduced through the realms of language, not necessarily through applied occasions of civic participation in the ‘taken-for-granted’ sense. Furthermore, at the conceptual and methodological level, the thesis makes a significant contribution to sociological inquiry into relationships of governance. Rather than residing within the boundaries of a specific sociological perspective, it shows how different approaches that would traditionally be applied in a mutually exclusive manner, can complement each other to advance understanding of how governance discourses operate. In this respect, it provides a rigorous conceptual and methodological platform for further investigations into how citizens become enrolled in programmes of government.

The thesis consists of two parts. One is directed towards municipal music schools, and one deals with music teacher education at university level. The purpose was to investigate the recruitment to these two educations, and to describe and explain how different student groups perceived and used their education. Five empirical studies have been accomplished, and central questions were: which deliberate and non-deliberate choices of musical activities are made by children and music students, and how are these choices affected by socio-economical, geographical and gender prerequisites.Theoretically, the first part of the thesis was based on the educational sociology of Pierre Bourdieu and on previous empirical studies in music pedagogy. The first empirical study was directed towards the recruitment of pupils to the municipal music school in Piteå (n=1085). The study showed that two out of three pupils are girls. Furthermore, it was twice as common among children of higher employees and university graduates to study at the music school than among children with working class backgrounds. The second empirical study was an interview with children, 12-13 years of age (n=369). The results indicated that boys and girls understand and use music and music education in significantly different ways. Furthermore, differences related to socioeconomic background, musical background and residential area were also shown.The second part of the thesis begins with a summary of the origin and scientific basis of Swedish music pedagogy, followed by an investigation regarding recruitment to the music teacher education at the School of Music in Piteå (n=177). The investigation indicated that recruitment is socially biased, similar to that of the municipal music school. One third of the music teacher students were recruited from families where one of the parents worked as a teacher. One out of three students came from homes where religion was an important part of family life. In an interview-study with 60 music teacher students, differences related to gender and educational orientation arose in how students looked upon and used their education. The study showed two attitudes to music and music education, which were linked to the following concepts: musician code and teacher code. In connection with these concepts, three action strategies could be identified: navigation, revolt, and adjustment. These strategies were interpreted as an expression of the tension between the demands of the education and the individuals' wish to have his or her interests and needs met. The dissertation concludes with a project called "Self-formulated goals and self-evaluation in music education" and a short forward-looking discussion pertaining to questions that have been generated throughout the entire research process.
digitalisering@umu

The present study aims to analyze the determining role of biology teachers and guardians in the discursive gap between children's sexuality, sexual curiosity and the sexual depiction of pornography. With an understanding of children's sexuality as holistic and dependent on many perspectives, the study highlights various factors that influence the child's knowledge about Sex and Reproductive Health in the biology subject. The study is an in-depth analysis-of various narratives presented by biology teachers and guardians regarding children’s sexuality and the teaching practice in Sex and Reproductive Health Education in Sweden. The critical discourse analysis is based on critical childhood theory and postconstructivism, which lays the framework for the study’s theoretical underpinnings. This means that an interpretation of respondents' linguistic communication permeates the study.The conclusion is that perceptions of the child's sexuality differ between biology teachers and the guardians, of which different opinions about the teaching content of Sex and Reproductive Health Education can be ascertained. All “important adults” (biology teachers and guardians) agree that pornography depicts a false image of sexual relationships, but when this is to be raised with the pupils, there are split perceptions. Another conclusion is that the determining role and values of teachers and guardians is an aspect that can influence what knowledge middle school pupils are given the opportunity to acquire. This may be significant when considering whether pupils gain sufficient knowledge about sexual relations, in school, in such way that the sexual depiction of pornography is not the only image of sexuality presented to them.

Purpose. The investigation sought to determine the significance and or the effects of an ex post facto staffing intervention involving the addition of a Regional (mid-tier) team of instructional leaders as a viable and sustainable solution for increased operational effectiveness year over year, and, if there could be implications on employment outcomes. Furthermore, to determine whether this staffing intervention of adding a Regional (mid-tier) team of instructional leaders affected the primary Andragogical factors used for instructional effectiveness and did the change create a conducive condition for learning for Career Services Leaders from the perspective of Andragogy.

Design/Methodology/Approach. Mixed-method research utilizing the Modified Instructional Perspectives Inventory (MIPI) originally designed by Henschke (1989), modified appropriately. This study will compare the gap between the Regional Director (RD) and the Director (D) scores on the MIPI to measure possible contributions to employment placement outcomes and determine primary Andragogical factors used for instructional effectiveness for Career Services Leaders.

Findings. Regarding the influence of Andragogy on placement outcomes for 2011 compared to 2012, the conclusions were as follows: There was no significant relationship of note, however, observably, the wider the gap, the lower the placement rate for 2011. However, the 2012 Employment Rate (ER) indicated that there was a moderate, negative relationship between the gap in Andragogical instructional perspectives and employment rates. The leader learners were operationally effective as a result of the instruction they received from the instructional leaders. The research results support this point, since 2012 employment rates related to the Andragogical gap indicating trust, and both 2011 and 2012 employment rates were dependent upon the region from which they were generated.

Practical Implications. In higher education for-profit environments involving leadership development, instructional leadership staffing paradigms form the rationale for increased performance and operational effectiveness.

Originality/Value. The results of this study provided empirical validation for the decision to restructure the Career Services leadership model for continued implementation and sustainability in higher education leadership settings.

Keywords. Andragogy, Leadership, Career Services, Instructional Leadership, Adult Learning, Trust in Leadership, Regional Directors, Middle Management.

Darder (2012), in Culture and Power in the Classroom, argued that a system of educational inequality is promoted through the consistent production and reproduction of contradictions between the dominant culture and subordinate culture. More significantly, she noted that these dominant and subordinate culture contradictions create a necessity for bicultural individuals to navigate the dialectical tensions between dominant and subordinate cultures and the processes by which education perpetuates dynamics of unequal power and reproduces the dominant worldview. Hence, she urged educators to challenge prevalent power structures and re-imagine the process of schooling as a more inclusive form of pedagogy, geared towards establishing and sustaining cultural democracy in the classroom.

This study responded to the call to work with a Pilipino/a student organization in creating an inclusive space in the schooling experience. The learning process for many Pilipino/a students has historically been steeped in a colonialist mentality and directed toward assimilating these students into the practices of mainstream culture in order to survive. This qualitative research intended to address the unjust issues rooted in the dominant structure of schooling and the persistence of a form of colonizing education that fails to incorporate Pilipino/a sociohistorical knowledge and practices of knowing. More specifically, it addresses issues and tensions related to the process of biculturalism, which Pilipino/a students are required to manage in order to utilize their voice and lived experiences as a basis for action. The methodology of this study was influenced by Pagtatanung-tanong—a Pilipino/a equivalent to participatory action research. In utilizing this approach, the study was formulated through the voices of Pilipino/a students at a community college engaged in community building actions toward cultural affirmation.

Orientador: Fábio Fernandes Villela
Banca: Maria Valeria Barbosa
Banca: Vitor Machado
Resumo: A presente dissertação apresenta uma análise qualitativa sobre os fundamentos teórico-metodológicos do ensino de Sociologia na Educação Básica e da Pedagogia Histórico-crítica (PHC). Para tanto, realiza uma pesquisa científica, com fundamentação teórica ao materialismo histórico-dialético, em uma escola técnica (Etec), localizada em um município do interior do estado de São Paulo. A partir do estado da arte sobre o ensino de Sociologia, de um breve histórico como componente curricular na educação escolar brasileira, da análise dialética do discurso de documentos normativos e da revisão teórica sobre a PHC, foi possível elaborar uma proposta de um ensino histórico-crítico de Sociologia para o Ensino Médio. Essa contribuição se expressa por meio de um método didático e um jogo educacional, chamado FilosoBol. Após repetidas aplicações, é possível afirmar que o jogo conseguiu cumprir com o papel esperado para essa pesquisa: o de ser uma atividade pedagógica que possibilita a vivência do momento catártico dentro dos tempos e espaços escolares.
Abstract: The present dissertation presents a qualitative analysis on the theoretical-methodological foundations of the teaching of Sociology in Basic Education and Historical-critical Pedagogy (HCP). In order to do so, it carries out a scientific research, with theoretical foundation to historical-dialectical materialism, in a technical school (Etec), located in a municipality of the interior of the state of São Paulo. From the state of the art on the teaching of Sociology, from a brief history as a curricular component in Brazilian school education, from the dialectical analysis of the discourse of normative documents and the theoretical review on the HCP, it was possible to elaborate a proposal of a historical-critical teaching of Sociology for High School . This contribution is expressed through a didactic method and an educational game called FilosoBol. After repeated applications, it is possible to affirm that the game was able to fulfill the expected role of this research: that of being a pedagogical activity that allows the experience cathartic moment to within the times and school spaces
Mestre

Le début des années 2000 marque l’émergence des technologies de l’information et de la communication (TIC) et du web 2.0 dans le réseau collégial québécois. Dans la foulée de ce progrès technologique, la présence des TIC a modifié la manière d’apprendre le savoir disciplinaire de l’étudiant, tout en permettant au professeur de repenser sa pédagogie dans le but de la rendre plus interactive. Au départ, la miniaturisation des appareils a été une source d’émulation pour les innovateurs, mais aussi de crainte pour les tenants d’un enseignement traditionnel. Encore aujourd’hui, cette dualité repose sur des convictions professionnelles divergentes à l’égard de ce que devrait être l’enseignement de la philosophie. Cette thèse a pour objectif de démontrer qu’en développant leur sentiment de compétence respectif, le professeur et l’étudiant du profil Tremplin DEC doivent faire un usage éthiquement responsable des technologies de l’information et de la communication pour améliorer l’enseignement de la philosophie au collégial et renouveler du même coup l’apprentissage disciplinaire. À terme, la valorisation de la techno pédagogie permettrait de responsabiliser davantage l’étudiant à l’égard de ses apprentissages et le rendrait plus autonome. En plus d’améliorer les taux de réussite, comme en témoigne notre cueillette de données, la techno pédagogie permettrait au professeur de développer une pédagogie de l’accompagnement mieux ciblée à l’égard des besoins particuliers de l’étudiant du profil Tremplin DEC. Pour parvenir à cette fin, notre thèse est divisée en quatre parties et elle se base sur une approche interdisciplinaire. La première partie porte sur la sociologie de la communication. Nous expliquerons la manière dont les TIC modifient la nature du lien social et la dynamique des interactions entre les usagers. Pour les uns la technologie permettrait une communication plus efficace, mais pour les autres elle encouragerait le durcissement des rapports humains de sorte que prioriser l’efficacité de la communication menacerait la qualité et la pérennité des relations interpersonnelles. Quant à elle, la seconde partie porte sur l’éducation et l’importance pour l’étudiant et le professeur de développer une pratique réflexive conjointe à l’égard de l’apprentissage et de la transmission du savoir disciplinaire. En dépit des difficultés auxquelles l’étudiant du profil Tremplin DEC et le techno pédagogue sont confrontés, ces derniers doivent acquérir une série de compétences communes sans lesquelles l’usage des TIC en classe risquerait d’être futile. Du coup, la nature de la relation pédagogique doit être réévaluée pour maximiser l’innovation techno pédagogique. La troisième partie porte sur l’éthique et l’usage responsable des technologies en situation d’apprentissage. En effet, l’utilisation des TIC par le professeur et l’étudiant doit être une responsabilité partagée et reposer sur des valeurs communes de solidarité et de complémentarité. Ce sont ces deux valeurs qui permettraient d’adapter l’encadrement pédagogique du professeur afin de pouvoir répondre aux besoins spécifiques de l’étudiant. De plus, l’implantation d’une communauté d’apprentissage professionnelle optimiserait l’engagement du professeur et la participation de l’étudiant dans sa réussite académique. Finalement, nous proposerons une série de recommandations visant à améliorer l’enseignement de la philosophie. Celles-ci ont pour but d’inculquer une culture du changement qui, selon nous, serait à la fois profitable pour l’ensemble du réseau collégial et constructive pour le développement de stratégies numériques en philosophie.
Abstract : The turn of the century brought with it an emergence of information and communications technologies (ICT) and web 2.0 to the Quebec junior college network. In the wake of this technological progress, the presence of ICT changed (transformed) the way students learned about discipline-related content while allowing the teachers to redefine their pedagogical methods that would make courses more interactive. At the outset, the miniaturisation of these tools was a source of emulation for the developers as well as a cause of concern for the tenants of traditional teaching methods. Even today, this duality has led to diverging professional convictions with regards to how we should teach philosophy. The goal of this thesis is to show that in developing a feeling of mutual competency, students and teachers of the Springboard to a DCS pathway must engage in an ethically responsible usage of information and communications technologies. This will improve teaching methods of philosophy, which will lead to renewed discipline-related learning. Over time, the validation of electronic pedagogy (e-pedagogy) will allow students to cultivate a sense of responsibility with regards to their learning and make them more autonomous. In addition to increasing the passing rate, as shown by our data, e-pedagogy permits the teacher to develop a more targeted approach to accompany the particular needs of students in the Springboard to a DCS pathway. Our thesis is broken into four parts and is based on an interdisciplinary approach. The first part deals with the sociology of communication. We will explain how ICT have changed the nature of socialization and the dynamics of user interactions. For some, technological tools allow for a more efficient communication, whereas others feel that these tools encourage a breakdown of human relationships because in prioritizing communication efficiency, we risk harming the quality and longevity of interpersonal relationships. The second part focuses on education and the importance for students and teachers to develop a shared reflective practice with regards to learning and transmitting discipline-related content. Despite the difficulties faced by students in the Springboard to DSC pathway and their instructor, all of the actors must acquire a series of common competencies, without which the use of ICT would be futile. That means that the nature of the pedagogical relationship must be re-evaluated to allow to increased e-pedagogy innovation. The third part deals with ethically responsible usage of ICT in learning situations. Indeed, in using ICT, instructors and students must assure a shared responsibility and consider common values of solidarity and complementarity. These two values are necessary for teachers to be able to adapt academic supervision in order to answer specific student needs. Furthermore, a professional learning community would optimize teacher commitment thereby increasing a student’s efforts in his or her academic success. Finally, we will propose a series of recommendations to improve the teaching of philosophy. The purpose is to bring about a culture of change which, in our opinion, would be beneficial for the entire college network and constructive for the development of e-pedagogical strategies in philosophy.

Dans le cadre d’un financement CIFRE accompagnant la définition du Schéma de Cohérence d’Aménagement Lumière (SCAL) de la Métropole de Nantes, la thèse de Nicolas Houel contribue à identifier les enjeux de la sobriété énergétique et lumineuse dans la gestion du parc d’éclairage public. La recherche porte sur la méthodologie d’élaboration du SCAL et se focalise sur l’identification des controverses actuelles dans la pratique de l’éclairage artificiel, en vue d’une sensibilisation et d’une implication de l’usager de l’espace public dans l’évaluation et la production des ambiances urbaines nocturnes. Le travail comprend une série d’enquêtes de terrain dédiées à l’évaluation et à l’itération d’une méthode de récolte d’indicateurs sensibles. En plus de sa partie analytique, la recherche propose un outil cartographique numérique inédit pour l’aide au suivi des installations et permettant en temps réel la collecte d’indicateurs physiques et sensibles directement identifiés par l’usager. La posture de recherche aborde la notion d’expertise d’usage, potentiellement complémentaire des expertises politiques, artistiques et techniques qui gouvernent actuellement l’éclairage public. Ils soulignent la place prépondérante de l’éclairage artificiel dans la culture collective et la très faible représentativité de la notion d’obscurité. La pédagogie de la sobriété lumineuse, en réponse à l’enjeu de sobriété énergétique et lumineuse initialement poursuivi au travers de la démarche de sensibilisation des usagers à l’éclairage public, s’oriente finalement vers celui d’une forme de pédagogie à l’obscurité, dans laquelle la sobriété lumineuse pourra durablement s’installer
As part of a CIFRE contract associated with the definition of the Lighting Development Coherence Scheme (SCAL) of the city of Nantes, Nicolas Houel’s thesis contributes to identifying the stakes of better energy and light sobriety in the management of its public lighting park. The research deals with the development methodology of the SCAL and focuses on the identification of current controversies in the artificial lighting practice, to raise awareness and involve the users of public spaces in the evaluation and production of nocturnal urban ambiances. It includes a series of field surveys dedicated to the evaluation and iteration of a method for the collection of sensitive indicators. Beyond its analytical part, the thesis proposes an unprecedented digital mapping tool to monitor the installations and to in real time the collection of physical and sensitive indicators identified by the users. The research addresses the concept of expertise of use, potentially complementary of political, artistic and technical ones that currently govern public lighting. They highlight the prominent place of artificial lighting in collective culture and the very low representativity of the concept of darkness. The pedagogy of light sobriety, regarding the challenge of energy and light sobriety originally pursued through an approach of awareness to public lighting for users, is ultimately oriented towards a form of pedagogy of darkness, in which light sobriety could settle lastingly

In light of the paradigm shift from teacher-centered to learner-centered instruction occurring globally, the need for committed teachers is critical. Due to the influx of foreign nationals securing positions in the U.S. educational system, the teacher workforce has become more diverse. This diversity manifests a broad range of beliefs and values in regard to the teaching and learning process that are culturally inherited by an individual. Hence, "cultural incongruence" between the teacher and school organization is more likely to occur. A lack of understanding of how the cultural and educational aspects of normative commitment influences teachers' implementation of learner-centered instructional practices can lead to school systems experiencing organizational conflict.

Six multicultural English-as-a-second language teachers, three males and three females, representing six countries were purposely selected to participate in the study. The normative commitment survey from Meyer and Allen (2009) Three Component Model of Organizational Commitment, professional performance documents and a semi structured interview served as the data collection methods. The interview data was analyzed using Laughlin et al. (2006) to the start coding process. The information gathered from the surveys and professional review documents was triangulated with the interview data to evaluate consistencies or inconsistencies amongst the sources. The data yielded six reoccurring themes throughout the study. (1) Cultural Congruence, (2) Cultural Incongruence, (3) Paradigm Shifts in Teacher Training, (4) Pedagogical Identity Manifestation, and (5) Societal Obligation. Further, the findings of this study can contribute to the development of cultural educational training with a focus on instructional methodology for school districts with high English-as-a-second language populations. These findings can also be used in the hiring process in order to evaluate potential organizational congruence.

The focus of this thesis is on how educational capital is generated, distributed, and transmitted. Two of the most resource-rich regions in Sweden are investigated: Uppsala—wealthy in educational capital—and the northern part of Stockholm where economic capital predominates. The tools, the most significant concepts—e.g. educational capital—and the explanatory models used, are drawn from Pierre Bourdieu’s research. Statistical methods include geometrical data analysis (specific multiple correspondence analysis and Euclidean classification). The empirical material consists of data from Statistics Sweden on all grade-nine leavers in 1988 with information on their educational trajectory and their parents’ social properties, and of interviews with pupils in Uppsala and students attending elite institutions of higher education in Stockholm. The distribution of the students’ assets displays similar patterns in the two investigated regions. Students with significant inherited resources were the most successful in converting their assets into educational capital of their own. A gendered opposition was observed between, on the one hand, studies of French and the Humanities, and, on the other, studies of German and technology. A third dimension consisted of a polarity between a social elite and a more meritocratic one. The interviews underline the crucial importance of the elite schools in generating educational capital. They also show that the parents of these students transfer to them a “natural” willingness to invest in education and to be very selective in their choices. It is thus not a paradox that those individuals who are able to choose virtually freely—that is, the children of the “education elite”—end up making their selection from a very limited set of educational possibilities. It is only logical that the higher the concentration of educational capital held by a group, the more efficiently are new volumes generated, and the more valuable, consequently, is that concentrated good.

Mass shootings have a birthday. After the murder of 16 people at the University of Texas on August 1, 1966, scholars from a range of disciplines have noted that the crime of random mass shootings went from an oddity, a rarity, to widespread. Inherent in the identification of a starting point is the way news media began to report the crime: what became known as the script for coverage. Random mass shootings, while still relatively rare, are getting worse, in body count and as horrific spectacles (Lankford & Silver, 2020). Yet journalism as a practice, and journalism as a field of scholarship, have failed to acknowledge their possible impact and been slow to respond to opportunities for change. This thesis examines the worst mass shooting in Australian history, treating it as a case study to interrogate the elements of reporting that constitute the script. Using a news framing methodology, the thesis compares the coverage of two mass shootings (46 days apart) in one newspaper: The Mercury in Tasmania. Tasmania is the location of the second shooting, at Port Arthur in April 1996. The comparison shooting occurred in Dunblane, Scotland, in March 1996. The case study examines how the coverage of a similar crime might differ within the same news outlet, The Mercury, according to whether the crime being reported was remote, or local. Dominant frames used in The Mercury’s coverage are analysed and contextualised to determine how they relate to an understanding of media effects theory, as well as to concepts of copycat and contagion. The news framing case study is complemented by long form semi-structured interviews conducted with journalists who covered the Port Arthur massacre to determine the structures and principles of news gathering, and priorities and strategies for news presentation, in a time of crisis. There is also an interview with the Forensic Psychiatrist who conducted an analysis of both the Port Arthur perpetrator and Australia’s previous worst random mass shooter, the man who carried out the Hoddle Street killings in Melbourne, in 1987. For reasons which will become apparent, this thesis chooses not to name random mass shooters. Given the cultural resonance of the Port Arthur massacre, it may be considered surprising that there has never been an analysis of the reporting of Dunblane massacre in Tasmania, comparing it with the coverage provided for the subsequent Port Arthur murders. This possibly reflects the fact that, even though mass shooting research generally has grown substantially in the past decade, few journalism scholars have contributed. Those that have participated have provided vital insights, but more work is required within journalism studies. As Australia’s gun ownership levels now exceed those that existed prior to the Port Arthur killings in 1996 (Alpers, 2017), the need for continued vigilance is apparent. This thesis also investigates the sole historical precedent for random mass murder—the amok phenomenon. It explores whether contemporary societies could potentially learn different ways of understanding and responding to the crime of random killings, and the possible role of the media script within these. The intention is that this work, both in its historical examination of amok, and in the case study of The Mercury, will contribute to the evolution of research into mass shootings, and mass shooters, strengthening the journalism studies perspective. Finally, this thesis discusses recommendations for change in the reporting of random mass shootings, arguing that such changes will make a difference.

Even with increasing availability of alternative educational systems, individual learning plans, and vocational schools, the high school dropout rate among males is still rising. High school dropouts have a negative effect on a community because their chances of being employed and contributing to the community are reduced. The theoretical frameworks of multiple intelligences, self-efficacy, and developmental constructivism were used to conduct a hermeneutical phenomenological study of the lived experiences of a specific population of male youth in rural Ohio who decided to return to school and complete the requirements for a high school diploma or GED after being exposed to music education. The specific focus of inquiry was on the role that their musical education or exposure to music, as a means of developing and accessing an alternative way of learning, might have played in their decisions. A purposive sample of seven males ages 18-22 years who had dropped out of school and subsequently returned to complete their GED participated in the study. Data were collected in semi-structured interviews and analyzed using hermeneutical phenomenological content analysis, validated by independent peer review. Findings from the study indicated that music played a key role in participants' lives as a stress reducer, and music education escalated feelings of self-worth, contributing to ability to focus on their GED completion. This study impacts social change by identifying previously undervalued strategies to support young men returning to complete high school or GED education.

Thesis (PhD)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: This study attempted to present a nuanced perspective on the sense of place of learners and the extent to which teachers practice a pedagogy of place. In the study, the researcher investigated the sense of place of twelve Grade 6 and 8 learners at a school, situated in an eco-village in the Stellenbosch vicinity. The assumption is being made that the eco-village is a more conducive context for cultivating a sense of place amongst learners. The group consisted of six learners that did not live in the eco-village and six learners that did live there. Furthermore, an attempt was made to determine what the two Social Sciences teachers' understanding of the concept "place" was, the extent to which they practiced a pedagogy of place and the influence that the eco-village had on their teaching approach. The research report comprises two components, namely (a) a theoretical-philosophical component, and (b) an empirical component. The aim of the theoretical component was to explore the idea of a "sense of place" critically. This was done firstly, by emphasising the nexus between place and space, secondly, to present more clarity on the concept "place" by discussing the multiple meanings underpinning the concept, and lastly, to investigate a sense of place as a multi-dimensional concept. Against the background of a sense of place and pedagogy of place, I critically analysed the South African curriculum statements of the Social Sciences learning area for Grades R to nine, in order to determine how these policy statements address the concept place. Teachers are confronted with these statements on a regular basis and the assumption is that the emphasis being placed on this concept in the statements might have an impact on their pedagogy. This assumption was further explored in the interviews that were conducted with teachers, in an attempt not only to determine their understanding of the concept "place" but also to determine the extent to which they practice a pedagogy of place. Before interviews were conducted with teachers, it firstly determined what learners' sense of place is regarding where they live and attend school. The aim was to establish the differences, similarities, overlappings (if any) between these two groups. This study serves as a confirmation of the complexity regarding educational discourses and practices that explicitly examine the place-specific nexus between the environment, culture and education. It challenges teachers and educators in environmental education to expand the scope of their theory, investigation and practice in order to include the social and ecological contexts of our own inhabitation and those of others. In other words the challenge for teachers and educators lies in reflecting on the relationship between the type of education that they strive for and the type of place that we inhabit and leave behind for future generations.
AFRIKAANSE OPSOMMING: Hierdie studie het dit ten doel gehad om 'n genuanseerde perspektief te bied op leerders se sin van plek asook die mate waartoe onderwysers 'n pedagogie van plek toepas. Tydens die studie is die sin van plek onder twaalf graad 6- en 8-leerders aan 'n skool, geleë in 'n eko-dorpie in die Stellenbosch-omgewing ondersoek. Die aanname is gemaak dat die eko-dorpie meer bevorderlik is vir die kweek van 'n sin van plek by leerders. Die groep het bestaan uit ses leerders wat nie in die eko-dorpie woon nie en ses leerders wat wel daar woon. Verder is daar gepoog om te bepaal wat die twee Sosiale Wetenskappe-onderwysers se opvatting van die konsep "plek" is, tot watter mate hulle 'n pedagogie van plek toepas en die invloed wat die eko-dorpie op hulle onderrigbenadering het. Die navorsingsverslag bestaan dus uit twee komponente, naamlik (a) 'n teoreties-filosofiese komponent en (b) 'n empiriese komponent. Met betrekking tot die teoretiese komponent is daar beoog om die gedagte van 'n sin van plek te verken deur dit krities te ondersoek. Dit is gedoen deur eerstens die verband tussen plek en ruimte te bespreek, tweedens meer duidelikheid omtrent die konsep "plek" te verkry deur die veelvuldige betekenisse aan die lig te bring en laastens om "sin van plek" as 'n multidimensionele begrip te ondersoek. Wat betref sin van plek en 'n pedagogie van plek, is daar verder beoog om die Suid-Afrikaanse kurrikulumverklarings ten opsigte van die leerarea Sosiale Wetenskappe vir grade R tot nege krities te analiseer om te bepaal tot watter mate die beleidsdokumente die konsep "plek" behandel. Onderwysers word op 'n daaglikse basis met hierdie verklarings gekonfronteer en die aanname is dat die klem wat op die konsep "plek" gelê word, 'n invloed op hulle pedagogie as sodanig sal hê. Hierdie aanname is verder verken in die onderhoude wat met onderwysers gevoer is waar daar nie net gepoog is om hulle opvatting van die konsep "plek" te bepaal nie, maar ook om vas te stel tot watter mate hulle 'n pedagogie van plek beoefen. Alvorens daar met onderwysers onderhoude gevoer is, is daar eerstens bepaal wat leerders se sin van plek is met betrekking tot waar hulle woon en skoolgaan. Daar is beoog om die verskille, ooreenkomste en oorvleuelings (indien enige) tussen die twee groepe leerders se sin van plek vas te stel. Die studie dien as 'n bevestiging van die kompleksiteit aangaande opvoedkundige diskoerse en praktyke wat eksplisiet die plek-spesifieke neksus tussen die omgewing, kultuur en onderwys bestudeer. Dit stel onderwysers en opvoedkundiges in omgewingsopvoeding voor die uitdaging om die omvang van hulle teorie, ondersoek en praktyk uit te brei om sodoende die sosiale en ekologiese agtergrond van ons eie en ander se bewoning in te sluit. Met ander woorde, die uitdaging vir onderwysers en opvoedkundiges lê dus daarin om te reflekteer oor die verhouding tussen die tipe opvoeding wat hulle nastreef en die tipe plekke wat ons bewoon en nalaat vir toekomstige generasies.
Andrew Mellon Foundation

O conflito presente desde sempre nas relações humanas é, geralmente, confundido com violência ou agressão. Contrário a este sentido, o presente estudo se propõe a analisar o caráter positivado do conflito, de modo a considerá-lo um ato que venha a educar os indivíduos, gerar neles a capacidade de construir, edificar ações, atitudes e pensamentos de positividade. Participar ativamente das questões que ocorrem na sociedade de maneira ética, clara, crítica e reflexiva. Assim, o compreende como o cerne da vida democrática e o ato educativo como seu desenvolvimento. Para tal, analisa três pilares pedagógicos acerca do humano: autonomia, liberdade e alteridade. Em consequência, vê que o indivíduo, na conquista destes pilares, assume o processo consciente e dialógico que os precede sobre as questões que o envolvem num determinado estado conflitivo, a partir de um processo pedagógico progressista. Trata-se de uma pesquisa bibliográfica e qualitativa, de cunho fenomenológico-hermenêutico que busca analisar, interpretar e compreender os textos decodificados em si mesmos. A investigação se pauta em uma consciência crítica e reflexiva sobre as ações e atitudes do ser na atual sociedade, com ênfase na sociedade brasileira. Não se trata de um estudo de constatações empíricas, ele percorre o mundo das palavras e nelas se forma e apresenta verificações específicas e reflexivas ao objeto de estudo. O estudo avalia o Brasil, enquanto um país de conflitos velados esboçando um quadro histórico, político, pedagógico e educacional do país. Constata que a Pedagogia do Conflito possibilita ao indivíduo o valor de perceber os movimentos que ocorrem na sociedade, de maneira a inserir-se neles conscientemente por meio de um constante diálogo; autônomo, liberto e altero para consigo e para com o outro. Constata que o Brasil apresenta um sistema social gerido por uma hierarquia que conduz, dita regras e afirmações desde suas bases de formação.
The present conflict since always in human relations is, usually, confused with violence or aggression. Contrary to this sense, the present article intends to analyze the positive character of the conflict, in order to consider it an act which will come to educate individuals, create on them the capacity to construct, build actions, attitudes and positive thoughts. Actively participate of those questions that occur in society in an ethical manner, clear, critical and reflective. Thus, it includes as core of the democratic life, the educative act as its development. For this end, analyzes three pedagogical pillars about the human: autonomy, freedom and alterity. In consequence, sees that the individual, on the achievement of these pillars, assumes the conscious process e dialogical that precede about the questions that surround him in a certain conflictive state, starting from a progressive biological process. It is a bibliographic and qualitative research, phenomenalogic-hermeneutic imprint that searches to analyze, interpret and comprehend the texts decode in it. The investigation is guided in a critic and reflexive conscious about the actions and attitudes of being in the present society, with emphasis in the Brazilian society. This study is not about empirical findings, it travels the world of words an in it, takes form and presents specific and reflexive verifications to the object of study. The study assesses Brazil, as a country of veiled conflicts drafting an historical, political, pedagogical and educational frame of the country. It notes that the Pedagogic of Conflict enables the individual the value of realize the movements that occur on the society, in order to insert into them consciously by a path of a frequent dialogue; autonomous, free, change to him and to the other. It notes that Brazil presents a social system managed by a hierarchy that leads, said rules and statements from their basis of formation.