Thèses : « Knowledge citizenship »

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Parmar, Chandrika. « The pluriverse of disasters : knowledge, mediation and citizenship ». Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:3702194d-8b32-49d5-a37d-55fadeb0bbe1.

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This thesis looks at a variety of stakeholders and how they inform the conversations around disasters and disaster sites. In particular it focuses on the way knowledge frameworks of different actors informs this dialogue and defines the nature of their response. The thesis argues that this has an implication for debates on democracy, governance and citizenship. The thesis looks at four sets of actors: individuals confronting and coping with the everydayness of disasters.; the states of Gujarat and Orissa in India which innovate in the face of disasters to either create a techno-managerial response and institute different methodologies or use the existing structures to embed themselves further and perpetuate the poverty and disaster industry; the Christian and secular humanitarian groups: the former make a transition from charity to rights discourse while intervening in disasters. The latter focus on building methodologies which institute certain norms of responding to disasters and catering to those it considers as more vulnerable when disaster strikes. The thesis finally turns its attention to the response of four Hindu groups who draw on civilizational categories to engage with issues of pain, suffering, healing. Each stakeholder, the thesis argues, in articulating its response to disasters, presents a 'counter model' or at least a complementary understanding of how to think and respond to disasters. This plurality of engagement by questioning the preconceived frameworks adds not just to the democratic imagination but also to the debates on what constitutes governance and citizenship. Methodologically, the thesis is an ethnographic exploration located in two sites in India: Gujarat and Orissa. It keeps storytelling, ethnography, analysis, policy documents together and tries to show that they become a weave in disaster studies.

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Bell, Stephanie A. « Knowing politics : knowledge and democratic citizenship in South Africa's education system ». Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:7ca7a761-e6f2-4d65-a069-14ed18e18c3e.

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This thesis brings together democratic theory's calls for an understanding of the actually existing democratic state and anthropological work on innovative forms of citizen participation. Building on the work of Joao Biehl and Steven Robins, the research focuses on access to knowledge and claims of expertise as grounds upon which politicians and bureaucrats exclude citizen participation. It argues, using an ethnographic case study of South African student activist group Equal Education, that authors such as Max Weber, Michel Foucault, and James Scott are wrong to imply that citizens cannot train themselves in the technocratic manner frequently deployed by the state's representatives. It also argues, however, that the state's representatives are often not the technocrats they are hypothesised to be or that they claim to be, and their knowledge practices cannot be separated from politics. This makes the process through which citizens establish expertise and credibility with the government more complicated than simply training themselves in the government's knowledge practices. Drawing on the work of Danielle Allen and Francesca Polletta, the thesis thus also examines how questions of personal experience and identity on grounds of lived experience as well as claimed or perceived identity often interact with claims to knowledge, opening up or shutting down citizens' ability to participate. Even when citizens are able to leverage their technocratic expertise to successfully influence policy creation, they may still find it difficult to effectively participate in the implementation thereof beyond external monitoring and accountability enforcement. The thesis concludes that the current democratic theory ought not be so pessimistic about the spectre of a know-nothing citizenry, but nor ought it presume that education and expertise alone will be sufficient for democratic governments to take seriously an involved and engaged citizenry.

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Sigauke, Aaron T. « The teaching and practice of citizenship in schools in Zimbabwe (2007) : an investigation into student knowledge, attitudes and participation levels and teachers' views prior to the implementation of citizenship education ». Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2008. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=25201.

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Walters, Meghan Gail. « Elementary Educators' Knowledge, Beliefs, and Planned and Implemented Practices for Digital Citizenship ». ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6291.

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Limited research has focused on the knowledge, beliefs, and professional practices of elementary educators related to digital citizenship. The purpose of this study was to identify elementary educators' knowledge and beliefs about digital citizenship, as well as understand their plans and implemented practices, supports, and barriers related to digital citizenship instruction. This study was grounded in Mezirow's theory of transformative learning, Siemen's theory of connectivism, and Ribble's concept of digital citizenship. Descriptive statistics were used to analyze data collected from an original survey instrument developed from the literature by the researcher. Participants were recruited using publicly accessible email addresses and the monthly newsletter from Hawaii Society for Technology Education; a total of 74 educators completed the survey. All educators in the district who met the demographic criteria of working at the elementary level as a teacher, curriculum coordinator, or technology coordinator were welcome to participate in the study. Data were analyzed for frequencies and percentages to develop generalized statements about the population. The results indicated, on average, that educators rated themselves with high knowledge and beliefs about digital citizenship concepts with the exception of digital law. Additionally, correlational analysis revealed schools with greater adoption rates of 1:1 technology-device integration had a significant impact on professional practices in digital citizenship implementation and overall instructional practices. This research study contributes to positive social change by helping educational leaders identify what is needed to support educators in teaching with digital citizenship, and especially in supporting those educators in schools which are further behind in adopting 1:1 technology integration.

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Lehr, Jane L. « Social Justice Pedagogies and Scientific Knowledge : Remaking Citizenship in the Non-Science Classroom ». Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28335.

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This dissertation contributes to efforts to rethink the meanings of democracy, scientific literacy, and non-scientist citizenship in the United States. Beginning with questions that emerged from action research and exploring the socio-political forces that shape education practices, it shows why non-science educators who teach for social justice must first recognize formal science education as a primary site of training for (future) non-scientist citizens and then prepare to intervene in the dominant model of scientifically literate citizenship offered by formal science education. This model of citizenship defines (and limits) appropriate behavior for non-scientist citizens as acquiescing to the authority of science and the state by actively demarcating science from non-science, experts from non-experts, and the rational from the irrational. To question scientific authority is to be scientifically illiterate. This vision of 'acquiescent democracy' seeks to end challenges to the authority of science and the state by ensuring that scientific knowledge is privileged in all personal and public decision-making practices, producing a situation in which it becomes natural for non-scientist citizens to enroll scientific knowledge to naturalize oppression within our schools and society. It suggests that feminist and equity-oriented science educators, by themselves, are unable or unwilling to challenge certain assumptions in the dominant model of scientifically literate citizenship. Therefore, it is the responsibility of non-science educators who teach for social justice to articulate oppositional models of non-scientist citizenship and democracy in their classrooms and to challenge the naturalized authority of scientific knowledge in all aspects of our lives. It demonstrates how research in the field of Science & Technology Studies can serve as one resource in our efforts to intervene in the dominant model of scientifically literate citizenship and to support a model of democracy that encourages the critical engagement of and opposition to scientific knowledge and the state.
Ph. D.

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Eid, Fatima Hasan. « Preparing youth for citizenship and democracy : young Bahrainis' civic and political knowledge and understanding ». Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/9038.

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Preparation of young people for effective citizenship has been a major concern in Bahrain since the transition towards democracy in 2001, and the movement towards reform in most aspects of life. To expedite the process of development and reform, education, training and youth issues are receiving growing attention in Bahrain. On a path of educational reform, Bahrain seeks to improve the quality of life for Bahraini citizens and increase their chances for prosperity, and, thus, citizenship education has been identified as a key initiative, which involves a clear commitment to help students acquire the skills, values, and knowledge necessary to enable them to become active citizens. The present study examines whether young people graduating from secondary school in Bahrain are equipped with the civic and political knowledge and understanding necessary to participate effectively as citizens in a democracy. This is done by looking at three domains: citizenship, community and identity; rights, responsibilities and law; and democracy, political literacy and government. These categories comprise the conceptual framework of this study, support the development of the research hypotheses, and serve as guidelines for the drafting of the research instruments; a questionnaire and a semi-structured interview schedule. In this mixed methods approach, a questionnaire was administered to 460 final year secondary school students. This was followed by in-depth interviews with a stratified sample of 22 young people who had participated in the questionnaire survey. The research provides valuable insights into the civic and political knowledge and understanding of Bahraini secondary school students and sheds light on the problems encountered by these young people as they engage in the process of learning about citizenship and democracy. The findings reveals a noticeable understanding of the conceptions of citizenship and shows that young citizens have sufficient understanding of their rights and responsibilities; some knowledge of democracy, but little understanding of politics and government. Furthermore, they are aware of issues affecting their community, but they are less involved in community associations or activities. The study recommends a national strategy to improve the teaching of citizenship education in Bahrain, in formal and informal contexts. This needs to match and respond to the views, perceptions, and experiences of young people in order to encourage and enable them to become useful, active and responsible members of Bahraini society.

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Ozturk, Funda. « Determinants Of Organizational Citizenship Behavior Among Knowledge Workers : The Role Of Job Charcteristics, Job Satisfaction, And Organizational Commitment ». Thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612296/index.pdf.

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Organizational citizenship behavior (OCB) has been an important and growing area of research for past two decades. Numerous empirical research have identified consequences and antecedents of this extra

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Hanke, Thomas, Achim Jughardt et Markus Bick. « MAVACO-Tool – webbasiertes Informations- und Unterstützungssystem für Corporate Citizenship ». Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-140159.

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Hanke, Thomas, Achim Jughardt et Markus Bick. « MAVACO-Tool – webbasiertes Informations- und Unterstützungssystem für Corporate Citizenship ». Technische Universität Dresden, 2006. https://tud.qucosa.de/id/qucosa%3A27870.

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Can, Ahmet. « Organizational Justice Perception and Its Effects on Knowledge Sharing : a Case Study of Forensics in the Turkish National Police ». Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500126/.

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In today’s economy, organizational knowledge is a fundamental factor for remaining competitive and managing intellectual capital. Knowledge Management aims to improve organizational performance by designing the work environment with necessary tools. Yet, significant amount of knowledge resides within the people in different forms such as experience or abilities. Transferring individual knowledge within members or into organizational repositories is so difficult. Knowledge sharing only occurs under certain circumstances: People share knowledge when they believe it is beneficial for them, when they feel safe and secure, and when they trust. Since knowledge is power, and brings respect to its bearer, knowledge sharing needs suitable environment. In this context, this study investigates intention to knowledge sharing among forensics in the Turkish National Police (TNP) and the factors -such as perceived organizational justice, organizational citizenship behaviors, subjective norms, and attitudes toward knowledge sharing- affecting their intentions. The researcher utilized a model developed from Ajzen and Fishbein’s (1975; 1980) theory of reasoned action (TRA). To test this model, a self-administered questionnaire survey was administered in Turkey In order to analyze the quantitative data; SPSS version 19 was used for all preliminary analyses and LISREL 8.8 was used for Regression Analysis and Path Analysis The fit of the data to this proposed model was not adequate. However, 7 of the 8 hypotheses supported.

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Kille, Nicola. « Achieving intercultural knowledge through global awareness programming at liberal arts college ». Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/835.

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This thesis investigated the success of global awareness co,curricular programming as a tool for increasing intercultural knowledge at a liberal arts college. The study asked the following question: do internationally themed campus-wide events increase student interest in, and appreciation of, difference? Students in this study were involved in two activities: a semester-long series of South Asian themed events (the Wooster Forum and the Forum Auxiliary Events) and the First Year Seminar in Critical Inquiry (FYS). Two sections ofFYS had themes related to that of the Wooster Forum while the other two did not. Levels of student openness to difference and intercultural awareness were measured by the Intercultural Effectiveness Scale (Kozai, 2009a) both before and after exposure to the events of the Wooster Forum. An additional institutionally designed questionnaire was also administered to determine students' participation in the events and to allow them to share their perspectives of the programming offered. Results indicated that the majority of students at the start of the study demonstrated a lack of interest in and awareness of the differences that exist between cultures. At the end of study, those students in sections of FYS without strong links to the theme of the Wooster Forum showed greater movement on the elements of the Intercultural Effectiveness Scale that indicate intercultural openness than the students in sections with close links. Surprisingly, this movement was likely to be negative. Survey results revealed the importance of both friendship groups and the perception of fun as students decided which events in which to participate. Both instruments indicated the need for clear context setting for each event, and for opportunities for structured - ~ reflection and discussion in order to maximize intercultural learning. The study concluded with recommendations regarding future global awareness programming in this specific institutional context

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Smedberg, Naomi. « The Politics of Literacy in Sweden 1949–2013 : A Governmentality Studies Perspective ». Thesis, Uppsala universitet, Institutionen för ABM, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-225132.

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The aim of this master’s thesis is to trace examples of political rationality and governmental technologies in a selection of final reports of Swedish Public State Inquiries (SOU) where literacy and related concepts are fea-tured. I make use of the governmentality studies perspective developed by Nikolas Rose and colleagues. This can be described as a theoretical and methodological approach based on Michel Foucault’s concepts of govern-mentality, subjectivity, truth and knowledge, whose focus is on the ways in which social phenomena are repre-sented politically as problematic and how governmental technologies, in the shape of evaluative techniques, institutional practices, tools and programmes of reform and intervention, are developed for the remedy of such ‘social problems’. I pose questions, stemming from my primary aim, which relate to the observation of political rationality in my material, the kinds of governmental technologies which are suggested as useful or necessary, the aspirations of government discernible, as well as how literacy might be seen. I demonstrate that literacy can certainly be viewed as a governmental technology, employed in the realisation of political aspirations, on the basis of ideals of participation, influence, lifelong learning, and access, and through a political rationality, common in advanced liberal societies, which promotes notions of self-empowerment, autonomy and freedom. The ideal citizen is, I conclude, conceptualised principally as a Swedish-born, able-bodied, adult reader. This is achieved through a process of othering, or ‘dividing practices’, which places children, young people, immigrants, and to some ex-tent, people with reading difficulties and disabilities outside of the picture of literate normality. This is a two year master’s thesis in Archive, Library and Museum Studies.
Syftet med den här masteruppsatsen är att urskilja exempel på political rationality och governmental technologies i ett urval huvudbetänkande av Statliga offentliga utredningar, där litteracitet och närliggande begrepp framhävs. För att uppnå detta syfte, tillämpar jag ett governmentality studies-perspektiv såsom det har utvecklats av Nikolas Rose med kollegor. Perspektivet kan beskrivas som ett kombinerat teoretiskt och metodologiskt angreppssätt med utgångspunkt i Michel Foucaults begrepp på governmentality, subjektivitet, sanning och kunskap, och som lägger fokus på hur sociala fenomen representeras och problematiseras politiskt, och hur governmental technologies, i form av bedömningstekniker, institutionella praktiker, reformeringsverktyg och -program för avhjälpande av sociala problem, utvecklas. Följande är exempel på frågor jag ställer i relation till uppsatsens syfte: är det möjligt att skönja en political rationality i mitt empiriska material? Vilka governmental technologies rekommenderas som användbara eller nödvändiga? Hur ser politiska förhoppningar ut? Jag påvisar att litteracitet tydligt kan ses som en governmental technology, använd för att förverkliga politiska förhoppningar, på basis av ideal såsom deltagande, inflytande, det livslånga lärandet och tillgång, genom en political rationality som präglar senliberala samhällen, och som främjar föreställningar om empowerment, autonomi och frihet. Jag drar en slutsats som visar att den idealiska medborgaren konceptualiseras främst som den flergenerationssvenske, vuxna läsaren utan funktionshinder. Detta åstadkoms genom en process av othering, eller ’skiljande praktiker’, som placerar barn, ungdomar, invandrare och, till viss del, människor med lässvårigheter och läshinder utanför bilden av den litterata normaliteten. Detta arbete utgör en två-årig masteruppsats inom ABM.

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Hartnor, Sofie. « Language requirements and constructions of belonging : A critical WPR policy analysis of the proposal for language and civic knowledge requirements for Swedish citizenship ». Thesis, Linköpings universitet, Tema Genus, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177331.

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This study provides a feminist critical examination of the proposal to add a language and civic knowledge requirement for citizenship acquisition and the ideas of belonging that are constructed within the proposal. The analysis has been made with Carol Bacchi’s ‘What’s the problem represented to be’-approach to policy analysis, examining what is represented as the ‘problem’ in the proposal, which assumptions and presuppositions that underlie this representation of the ‘problem’, what is silenced or unproblematized in this representation of the problem, an the potential effects that this representation of the problem can have. The analysis shows how the ‘problem’ in the proposal for language and civic knowledge requirements is represented as a ‘lack of knowledge and participation’ that’s been made possible due to a ‘lack of demands’. Further, the representation of the ‘problem’ constituting the ‘solution’ of the proposed requirements is individualized and the expected exclusionary effects of the proposal unproblematized. Finally, I argue that the representations of the ‘problem’ construct ideas of belonging which are predominantly about assessment of eligibility to be allowed entry into the ‘collectivity’ of Swedish citizenship.

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Olsson, Åsa. « Barns levda medborgarskap : en studie av barns vardagskunskaper om olycksrisker och säkerhet ». Doctoral thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-28975.

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Child safety is a well investigated field of research, as is the field of children’s citizenship. This study explores the intersection between these two areas. The aim of the study is to explore children’s lived citizenship from their everyday knowledge about injury risks and safety. The idea of "lived citizenship" refers to how children understand and negotiate rights and responsibilities, and to how they actually practice their citizenship in their daily lives. In the study, a concept of citizenship is used, defining it as composed of the following dimensions: rights, responsibilities, participation, identity, membership, equal status, respect, and recognition. In the study children in grades 2, 5 and 8 participated in focus group interviews. The results of the study suggest that, although the children had good awareness of risk and safety, they regarded risk as something largely positive, connecting it with opportunities for challenges and exciting adventures. School rules and also traffic rules were frequently called into question by the children, even though they were very well aware of the potential physical or legal consequences. The rules at the children’s sports clubs, in contrast, were not challenged. Talk of injury risks and safety may be understood as individual and collective identity work. When children told stories about injuries and accidents, they were also telling stories about themselves, who they were, and where they belonged. Being adventurous and daring gave status in the groups for both girls and boys. Drawing on the results an “action zone,” as an analytical concept is suggested. The action zone is about the physical and symbolic dynamic space where children can move and act independently. Some features of the action zone are proposed in terms of boundaries, boundary guards, (rules, norms and authorities), negotiation, boundary crossing, identity, self-management and situated agency. I argue that the concept puts focus on children’s lived citizenship as a whole and that the physical aspect of citizenship is emphasized.
Barnsäkerhet och barns medborgarskap är två områden som var för sig är väl undersökta. Den här avhandlingen tar sitt avstamp i gränssnittet mellan dem, ett inte lika utforskat område. I studien samtalar barn mellan åtta och femton år i fokusgrupper om olycksrisker och säkerhet. Utifrån deras vardagskunskaper om dessa ämnen dras slutsatser om gemensamma föreställningar om levt medborgarskap. Studien visar att risker och olyckor enligt barnen är en del av livet, något som gör det roligare. Tal om säkerhet har således liten relevans i barnens tillvaro. Säkerhetsregler i skolan men också i trafiken ifrågasätts av barnen, trots att de är väl medvetna om såväl risker som tänkbara påföljder. I de idrottsföreningar som barnen tillhör, ifrågasätts regler däremot över huvud taget inte. Resultaten visar vidare att barn och föräldrar ofta har nått ett samförstånd runt regler och att barnen i stor utsträckning tar ett eget ansvar. När det gäller delaktighet i skolan, så finns möjligheter för barnen att göra sig hörda i råd av olika slag, även om inflytandet i realiteten tycks vara begränsat. Barnens tal om olycksrisker och säkerhet kan förstås som ett uttryck för identitetsskapande, visar studien. Att vara någon som tar risker ger status i kamratgruppen, för såväl flickor som pojkar. Utifrån resultaten föreslås aktionszon som ett begrepp för att studera barns levda medborgarskap. Aktionszonen avser det dynamiska, fysiska och symboliska utrymme barn har, i tid och rum, att fritt röra sig i och agera självständigt.

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O'Connor, Brendan Harold. « Racial Identification, Knowledge, and the Politics of Everyday Life in an Arizona Science Classroom : A Linguistic Ethnography ». Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228119.

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This dissertation is a linguistic ethnography of a high school Astronomy/Oceanography classroom in southern Arizona, where an exceptionally promising, novice, white science teacher and mostly Mexican-American students confronted issues of identity and difference through interactions both related and unrelated to science learning. Through close analysis of video-recorded, naturally-occurring interaction and rich ethnographic description, the study documents how a teacher and students accomplished everyday classroom life, built caring relationships, and pursued scientific inquiry at a time and in a place where nationally- and locally-circulating discourses about immigration and race infused even routine interactions with tension and uncertainty. In their talk, students appropriated elements of racializing discourses, but also used language creatively to "speak back" to commonsense notions about Mexicanness. Careful examination of science-related interactions reveals the participants' negotiation of multiple, intersecting forms of citizenship (i.e., cultural and scientific citizenship) in the classroom, through multidirectional processes of language socialization in which students and the teacher regularly exchanged expert and novice roles. This study offers insight into the continuing relevance of racial, cultural, and linguistic identity to students' experiences of schooling, and sheds new light on classroom discourse, teacher-student relationships, and dimensions of citizenship in science learning, with important implications for teacher preparation and practice.

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Lloyd, John Robert. « Social empowerment or social control : an exploration of pupils' prior knowledge of citizenship, and its application to appropriate teaching and learning in a junior school ». Thesis, University of Birmingham, 2006. http://etheses.bham.ac.uk//id/eprint/568/.

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The research undertaken was an ethnographic study of a single junior school was founded on the premise that children have considerably more knowledge about ‘citizenship’ and democratic processes than their teachers appreciate or are willing to acknowledge. It was my contention that in developing a citizenship programme and scheme of work in school this should be taken account of to inform, not only the curriculum, but also teaching and learning. My concern was that without doing so, paradoxically, citizenship might have more to do with social control than the intended outcome of empowerment. A key finding of the study was that teachers taught social and moral responsibility rather than rights and that responsibility was inextricably linked to pupils’ behaviour. It also found that much of the information, knowledge and understanding, about democratic processes held by children appeared to be caught rather than taught. The study also showed that teachers taught about ‘safe issues’ whilst avoiding any teaching relating to local, national or world political events that might be contentious or controversial. From the findings a theoretical model for citizenship was developed that shows the relationship between citizenship knowledge, social control, empowerment, and teaching and learning. This study has contributed to the developing understanding of citizenship as it has been implemented in primary schools in England. The evidence suggests that unless teachers take account of pupils’ prior knowledge of citizenship they will by default indeed be teaching for social control rather than empowerment.

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Ractliffe, Tamzin Pascoe. « Environmental concern, knowledge, and the enactment of environmental citizenship in a retail food environment : an investigation into the perceptions and behaviours of Cape Town consumers ». Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/19993.

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Sustainable consumption has long been recognised as essential for the achievement of sustainable development. Whilst early efforts to achieve sustainable consumption focused on using technological innovation and process efficiencies to reduce the resource intensity of products, create new, less toxic, more environmentally friendly products, and/or improve the efficiency of production processes, the inadequacy of production-based approaches alone has been widely accepted. More recent efforts to achieve sustainable consumption have highlighted that a change in the behaviour of individuals is a prerequisite for its achievement. A significant body of research has focusing on trying to understand the determinants of pro-environmental behaviour and specifically the intersection of environmental concern and environmental knowledge in the manifestation in pro-environmental behaviour. The relatively recent concept of environmental citizenship, premised on the existence of concern and knowledge, and rooted in issues of environmental and social justice, has gained traction as an alternative means by which to achieve both sustainable development and sustainable consumption. This dissertation presents research findings from a mixed-method empirical study of the food consumption behaviour of a purposive sample of upper middle income South African retail food consumers. Applying the notion of environmental citizenship, it considers the influence of critical variables widely identified as key to the expression of pro-environmental behaviour, viz. desire to act, knowledge to act, and ability to act. Specifically it considers the relationship between environmental knowledge, environmental concern and pro-environmental behaviour, as well as the barriers and situational factors in the food retail environment which are reported to inhibit the practice of sustainable consumption behaviour. It then considers whether improvements in objective knowledge have an impact on the enactment of environmental citizenship through an increase in pro-environmental behaviour practices. The main conclusion drawn from the findings of this dissertation is that environmental concern and knowledge are positive predictors of pro-environmental behaviour. However, a low incidence of pro-environmental behaviour was evident in the study sample overall. This is most likely as a result of low levels of environmental concern and general lack of objective knowledge although a significant additional barrier could be the lack of a mature market for sustainable food in South Africa. In keeping with international studies, health concerns appear to be both most prevalent and most influential in determining the practice of pro-environmental behaviours. The study also suggests that efforts to increase levels of objective knowledge may have an impact on the practice of sustainable food consumption behaviours.

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Munn-Giddings, Carol. « Mutuality and movement : an exploration of self-help/mutual aid groups and their relationship to social policy ». Thesis, Loughborough University, 2002. https://dspace.lboro.ac.uk/2134/6958.

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Since the 1970s all of the available literature suggested that the UK, in common with Europe, North America and Scandinavia, had seen significant growth of single issue self-help/mutual aid groups related to health and social care issues. Yet in the UK there appeared to be no real body of academic interest nor any sustained national policy initiatives. The aim of the study was therefore to enhance an understanding of the relationship of these self-help/mutual aid groups to UK social policy. The study was constructed in two parts. Part One, a historical study critically appraised the way in which the state appeared to have viewed and responded to various manifestations of self help/mutual aid, both pre- and post- the welfare state. Part Two, a case-study of two UK grassroots self-help/mutual aid groups explored members' viewpoints, their reasons for joining, benefits derived and the impact they felt it has had on their lives and their relations with professionals and wider `political' forums. The result of the study suggests a fundamental reframing of the relationship between self-help/mutual aid and the state is required at both a conceptual and practical level by UK policy makers and academics. This would acknowledge: that contemporary self-help/mutual aid groups are part of the broader tradition of voluntary action in the third sector, self-help/mutual aid's unique contribution in terms of social relations, process and knowledge; its difference from philanthropy/formal voluntary sector and therefore distinct characteristics and relations with the-state; and contemporary health and social care groups' potential dual identity with communities of interest and geographic communities and their relationship to and distinction from the contemporary service user and carer movements. 116, findings have implications for policy related to participation (citizen and health), social capital and citizenship.

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Mhlauli, Mavis B. « Social Studies Teachers Perceptions and Practices of Educating Citizens in a Democracy in Upper Classes in Primary Schools in Botswana ». The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291140441.

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Diazgranados, Ferrans Silvia. « The Civic Knowledge Gaps in Chile, Colombia and Mexico : An Application of the Oaxaca-Blinder Decomposition Method Using Data From the 2009 International Civic and Citizenship Education Study (ICCS) ». Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112704.

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The existence of significant differences in the civic knowledge, civic attitudes and civic skills of young people from different socio-economic (SES) backgrounds represent civic competence gaps that affect their ability to act as personally responsible, participatory and justice-oriented citizens in their society (Carretero et al, 2016; MEN, 2004; Westheimer & Kahne, 2004). Identifying civic competence gaps, their magnitude, and the factors that account for them should be a priority for researchers, policy-makers and educators in Latin America because they can threaten the strength, stability and legitimacy of democracies in the region (Levinson, 2010). I use data from three nationally representative samples of 8th grade students who participated in the 2009 International Civic and Citizenship Study (ICCS) to identify civic competence gaps between youth from high and low SES backgrounds in Chile, Colombia and Mexico, using eight measures related to civic competence. I document large gaps in students’ civic knowledge in the three countries, and small gaps in their internal sense of political efficacy, intention to participate in future electoral processes and legal and illegal protests, as well as in their attitudes toward corruption, authoritarianism and disobeying the law. I do not find gaps in their attitudes toward civil disobedience. I then use the Oaxaca-Blinder method (Oaxaca, 1973; Blinder, 1973) to identify how 1) differences in access to school resources, positive school climates and interactive civic learning opportunities, and 2) differences in the civic knowledge gains that students from different SES backgrounds obtain from equal school resources, school climates and civic learning opportunities, account for the civic knowledge gaps in these countries. Findings suggest that the largest portion of the civic knowledge gap in Chile is due to differences in civic knowledge gains, but in Colombia and Mexico the largest portions are due to differences in access. In all three countries high SES students have significantly more access than low SES students to the school resources, school climate and civic learning opportunities that are associated with higher civic knowledge, and in every case, the school SES accounts for the largest portion of the explained civic knowledge gaps. Given equal characteristics, low SES students in Colombia and Mexico –but not in Chile- obtain more civic knowledge gains than high SES students from school resources, school climate and civic learning opportunities.

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Atherton, Hugh. « The potential for political literacy in the Australian curriculum ». Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/204157/1/Hugh_Atherton_Thesis.pdf.

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This qualitative study investigates the potential for the development of political literacy through the Australian Curriculum subjects of History and Civics and Citizenship. It argues that political literacy is important in the context of the significant challenges facing liberal democracies. Taking a policy trajectory approach, the study analyses the views of curriculum formulators along with its state adaptors and teacher interpreters. Findings indicate acceptance of the importance of political literacy but limited potential for its development. Notably, data indicate the limited implementation of Civics and Citizenship and a disjunction between scholars and teachers over what constitutes political literacy education.

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Joubert, Jacomina Christina. « The life experiences and understanding of children as citizens in a democratic South Africa ». Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-05202008-182045.

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Favaretto, Júlia Spiguel. « Descolonizando saberes : Histórias de Bolivianos em São Paulo ». Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8138/tde-12092012-100535/.

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Esta dissertação é o resultado da pesquisa sobre o deslocamento de bolivianos para a cidade de São Paulo a partir de histórias de vida de alguns desses imigrantes. Realizadas para o título de Mestre no Programa de História Social da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo, as pesquisas foram desenvolvidas entre 2009 e 2012. Baseamo-nos na noção de colonialidade do saber, formulado por Boaventura de Sousa Santos, para compreender como os deslocamentos de populações em direção aos centros do capitalismo, que, com a esperança de integrarem-se no mundo globalizado, revelaram as impossibilidades no Século XXI da expansão dos direitos fundamentais. Por meio da História Oral, registramos histórias de vida nas quais foram expostos valores a respeito do mundo contemporâneo, daqueles que, por serem imigrantes, sentem-se como estrangeiros em terras brasileiras. Estes sujeitos, em suas narrativas, demonstraram as faces perversas da globalização e a fragilidade da racionalidade ocidental, a qual não constrói novas dimensões de saberes necessários neste momento histórico. A análise das entrevistas foi feita tendo como referência autores como Abdelmalek Sayad, para quem os deslocamentos são um fato social total, Silvia Rivera Cusicanqui, defensora da revalorização de saberes alternativos à lógica ocidental dominante, e Axel Honneth, que investiga o processo de sociabilização dos sujeitos e as formas de reconhecimento ou desrespeito que dele derivam. Reproduzidas na íntegra, as histórias de vida revelaram a imigração em toda a sua complexidade, por isso elas foram analisadas sob diversos prismas, entre eles: a subcidadania e a vulnerabilidade dos imigrantes indocumentados resultado do não acesso aos direitos fundamentais; o impacto da experiência da migração nas trajetórias individuais; os efeitos do preconceito e a discriminação na identidade dos grupos que ocupam posições subalternas; e, finalmente, a importação de trabalhadores como um mecanismo de produção de desigualdades. Defendeu-se nesse trabalho a idéia da necessidade da interculturalidade, pois saberes tradicionais são tão necessários como os conhecimentos oriundos das novas formas tecnológicas. Uma ecologia do Sul pode representar um novo modo de reinventar as solidariedades perdidas.
This dissertation is the result of the research about Bolivian migration to São Paulo city, having some of migrants life stories as our starting point. The research, carried out for the Master degree in the History Program of the Philosophy, Linguistics and Human Sciences College of University of São Paulo, was developed from 2009 to 2012. The notion of coloniality of knowledge, formulated by Boaventura de Sousa Santos, is fundamental for the understanding of populations displacements forward the centers of capitalism. These people, in the hope of being part of the globalized world, reveal the impossibilities of the expansion of fundamental rights in the 21st century. Through the Oral History methodology, we registered life stories in which appreciations of contemporary world were exposed by those who feel like foreigners in Brazilian lands, because of their immigrant status. These people demonstrated in their narratives the perverse faces of globalization and the fragility of western rationality, which does not build new dimensions of knowledge that are necessary in this historical moment. The analysis of the interviews was done having as references authors like Abdelmalek Sayad, for whom the displacements are a total social fact, Silvia Rivera Cusicanqui, who defends the revalorization of knowledge that are alternative to the dominant western logic, and Axel Honneth, who investigates the socialization process of persons and the ways of recognition or disrespect that derive from it. Reproduced on the whole, the life stories revealed the migration in all its complexity, and for that they were analyzed under varied perspectives: the sub-citizenship and vulnerability of immigrants undocumented -, result of the denied access to fundamental rights; the impact of migration experience in individual journeys; the effects of prejudice and discrimination in the groups identities that occupy subaltern positions in society; and, finally, the importation of workers as a mechanism that produces inequalities. We argued in this paper that intercultural society is necessary, given that traditional cultures and knowledge are as important as the ones that come from the new technologies. A South Ecology can represent a new way of reinventing the lost solidarities.

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DI, BIASE ELISA. « New technologies, social perspectives and communication roles within the knowledge society ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2013. http://hdl.handle.net/10281/41844.

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Nowadays the entire process of creation and communication of knowledge is in the middle of a profound transformation. In the background there is our Web civilization, got used to a technology encapsulated into everyday objects, into multimedia devices and digital artifacts, or embedded within artificial environments and intelligent systems. Technology-augmented tools are offering the possibility of expanding natural boundaries, of enriching our senses and awareness, of pervading every single moment of our life. The thesis tries to approach what is happening in our Knowledge Society, where new technological devices and tools are modifying our lifestyles and activities, pervading the environments where we conduct academic research, read write or publish new cultural contents, teach and learn at school: social and academic networks, virtual and augmented worlds, tablets and e-readers, large interactive screens and Interactive WhiteBoards are populating our space and time, changing our way of generating and sharing knowledge. After deepening the Knowledge Society concept and future perspectives, the aim of the thesis is to describe some of the latest possibilities offered by the mutated technological scenario, such as Ubiquitous Computing paradigm, new interfaces, virtual/augmented world opportunities, and reflect upon the new social behaviors and paradigms that can rise: the description of different case studies and personal experimentations will show new participating opportunities and the deconstruction of established roles within research, cultural and educational contexts.

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CECI, CHIARA. « "A truly liberal" practical education. Science communication and citizenship from the age of steam to the knowledge society : a lesson of modernity from the works and ideas of Joseph Priestley and the Birmingham Lunar Society ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2012. http://hdl.handle.net/10281/29225.

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In this work I examined the life of Joseph Priestley and I reviewed the story of the dissenting academies and of the Lunar Society of Birmingham and the heritage left by its incredible members. I will presented a case study of practical education in the Lunar Society and Joseph Priestley’s educational works in order to analyse his great role as a leading educationalist of his time. The pragmatic and truly liberal approach to education I was able to highlight helped me to draw a lesson of modernity from their ideas and to project them on the works of John Dewey and place them in the modern debate on science education and citizenship.

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Beserra, Neto Evandro Araújo. « CONHECIMENTO E LIBERDADE EM 1 CORÍNTIOS ». Pontifícia Universidade Católica de Goiás, 2010. http://localhost:8080/tede/handle/tede/828.

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Esta dissertação trata do conhecimento e da liberdade dos cristãos em 1 Coríntios, a partir de suas relações com o comer e beber sacrificados aos ídolos. As políticas da Igreja e da cidade de Corinto se configuram ao redor da mesa, nos banquetes rituais e transparecem as estruturas de poder do Império Romano, portanto, reconfigurar os seus assentos é reconfigurar mundos . O comer e o beber sacrificados conferem nomia às coisas e às pessoas de Corinto, eles sustentam o homem e mundo dos homens na colônia romana e no Império. A Ceia do Senhor, celebrada pela comunidade cristã, propõe uma releitura desses rituais e dos espaços que eles significam outorgando cidadania aos marginalizados.

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Silva, José Roberto da. « Construção de saberes na gestão da política pública : um estudo sobre o conselho municipal dos direitos da criança e do adolescente no município de João Pessoa ». Universidade Federal da Paraíba, 2011. http://tede.biblioteca.ufpb.br:8080/handle/tede/7742.

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The present study deals with the construction of knowledge in policy management: a study on the City Council for the Rights of Children and Adolescents from João Pessoa – PB (CMDCA-JP). This research fits into the context and issues surrounding the decentralized public administration in Brazil, more specifically within the “citizen participation program”, in order to assess what kind of knowledge is built from the relationship between councilors/ in (CMDCA-JP), and identify limits and possibilities for effective decentralization of policy, having as objectives: to analyze how the councilors evaluate the experience of management of public policies with equal participation between government and society in the City Council for the Rights of Children and Adolescents; analyze the knowledge constructed by the government council representatives and civil society in the dialogue process for the preparation and social control of public policies; identify the limits and possibilities for creating a new culture within the management of policies for children and adolescents, focusing on the CMDCA-JP. This objective will be studied based on the principle of administrative decentralization in the Federal Law 8.069/1990(ECA), which feeds the principles of active citizenship (Benevides, 1994), (Dagnino, 2002). To answer the questions raised, we worked with semi-structured qualitative research, and for data collection, intensive direct participant observation, field notebook, semi-structured interview, questionnaire and document analysis were used. We therefore consider that there are many challenges for decentralized public management and, it is clear that social participation produces knowledge from this exercise of co-management. This knowledge points to a new culture in public management, not preceding from the participation of civil society, through mechanisms of social participation.
O presente estudo versa sobre a construção de saberes na gestão da política: um estudo sobre o Conselho Municipal dos Direitos da Criança e do Adolescente de João Pessoa (CMDCA-JP). Esta pesquisa se insere no contexto e problemática em torno da gestão pública descentralizada no Brasil, através da participação cidadã, com vistas a uma análise sobre quais os saberes construídos, a partir da relação entre conselheiros/as no (CMDCA-JP), bem como identificar limites e possibilidades para a descentralização efetiva dessa política e tem por objetivos: analisar como os conselheiros avaliam a experiência de gestão das políticas pública com a participação paritária entre governo e sociedade no Conselho Municipal da Criança e do Adolescente; analisar os saberes construídos pelos conselheiros representantes do governo e da sociedade civil no processo de diálogo para elaboração e controle social das políticas públicas; identificar limites e possibilidades para a construção de uma nova cultura na gestão da política da criança e do adolescente, com foco no CMDCA-JP. Este objeto será estudado com base no princípio da descentralização administrativa expresso na Lei Federal 8.069/1990 (ECA), o qual se alimenta dos princípios de cidadania ativa (Benevides, 1994), (Dagnino, 2002). Para responder às indagações levantadas, trabalhou-se com a pesquisa qualitativa, semiestruturada e foram utilizados para coleta de dados observação participante direta intensiva, caderno de campo, entrevista semiestruturada, questionário e análise de documentos. Assim, consideramos que há muitos desafios para a gestão pública descentralizada, bem como a participação social produz conhecimentos a partir do exercício de cogestão. Esses conhecimentos advogam no sentido de uma nova cultura na gestão publica, sem preceder da participação da sociedade civil, através de mecanismos de participação social.

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Martsenyuk, Nataliya. « Partilha do conhecimento nas empresas do setor de serviços ». Master's thesis, Instituto Superior de Economia e Gestão, 2018. http://hdl.handle.net/10400.5/16298.

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Mestrado em Gestão de Recursos Humanos
O elemento chave do desenvolvimento e progresso é o conhecimento. E é dos maiores desafios nas organizações fazer com que o conhecimento seja partilhado. O presente estudo investigaesta etapa, que é uma das etapas da gestão do conhecimento - a partilha do conhecimento, e identifica os fatores que influenciam a sua existência e ausência. Recorreu-se à técnica fsQCA.
Knowledge is a key element of development and progress and to make knowledge shared is one of the biggest challenges in organizations. The present study investigates this stage, which is one of the stages of knowledge management - the knowledge sharing and identifies the factors that influence its existence and absence.FsQCA technique was used.
info:eu-repo/semantics/publishedVersion

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Knutas, Edmund. « Mellan retorik och praktik : En ämnesdidaktisk och läroplansteoretisk studie av svenskämnena och fyra gymnasielärares svenskundervisning efter gymnasiereformen 1994 ». Doctoral thesis, Umeå University, Teacher Education in Swedish and Social Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1841.

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Swedish as a school subject has long been debated in Sweden, and ideas concerning its content, role and function in school and society have varied greatly throughout the years. In 1994, there was an upper secondary school reform which resulted in a partial revision of the Swedish subject, including its introduction within a new course and grading system. The Swedish A and B courses became obligatory for all upper secondary students. Other courses in Swedish became largely optional.

This study consists of two levels – a rhetorical and practical level. The rhetorical level deals with understandings and ideas of the Swedish subject and instruction as they are expressed in curricula and course syllabi, as well as with the understandings and ideas expressed by the four teachers in the study. In addition, the external and internal frame factors which underlie this rhetoric are considered. The practical level concerns the four teachers’ concrete Swedish instruction, i.e. the aims and goals, content and working methods which underlie their teaching, as well as the factors which influence, limit and facilitate it.

The aim of the study is to attempt to describe, analyse and understand the role and function of the Swedish subject after the upper secondary school reform of 1994. What ideas do the four teachers express regarding the role and function of the Swedish subject in upper secondary school and society after 1994, and how should these ideas and reasons be interpreted and understood from a more comprehensive, general perspective? How do the teachers represent the Swedish subject in their teaching, i.e. how is their knowledge of subject didactics expressed? These are two central questions in the study. A third central question concerns notions of society and the good citizen implied in the chosen views of the Swedish subject.

The study has two theoretical starting points: subject didactics and curriculum theory. Shulman’s concepts of pedagogical content knowledge and transformation are central to the subject didactics drawn upon here, while frame factor theory and Bernstein’s concepts of “classification” and “framing” are central to the curriculum-theoretical perspective. The perspective of subject didactics deals with the relation between teacher and content, while the curriculum-theoretical perspective deals with the relation between content, individual and society.

This study shows that the teachers’ knowledge of subject didactics is vague.The teachers’ transformation of content in teaching resides to a high degree in an adaptation to the students; the focus is thus not on a transformation and content analysis of the Swedish subject. Further, the teachers have an instrumental approach to the steering documents. A common characteristic among the four teachers, and in Swedish instruction generally, is that a large degree of responsibility is placed on the individual student for their literary and language development. Collective meetings were very infrequent in the teaching of the four teachers in the study.

This study discerns four teacher codes which reflect understandings and ideas of school and education, formed by previous and current material and sociocultural conditions and which the individual teacher has encountered, adopted and reshaped into his/her own. These four teacher codes can be described as closeness and hierarchy, tradition and renewal, vision and reality and the individual and the collective. The teacher codes reveal that the four teachers have relatively similar teaching strategies, whereas their teaching aims, goals and content diverge significantly.

Viewed from the perspective of curriculum theory, it is evident that the teachers emphasise the individual student over the collective. It is a matter of developing one’s thought and personality and of fostering the students to be individual, active members of society. However, this active member of society does not appear to be aware and critically active, but rather a loyal and obedient member of society.

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Casasola, Kitzia, Linn Olsson et Marie Solberg. « "Add as Friend" : A Case Study on Facebook and its Effects on Social Capital in the Workplace ». Thesis, Jönköping University, JIBS, Business Administration, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-12808.

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Purpose: The purpose of this thesis is to, through a case study on a consumer electronics retailer in Jönköping, provide an empirical analysis of the link between the use of Facebook and social capital within the workplace.

Background: The existing research on how employees’ Facebook usage affects social capital in the work place is far from extensive. Moreover, previous research focuses on large international organizations with their own internal social network site, and how this usage affects the organization’s social capital as an entity. Therefore, the authors of this thesis identified a need to examine only a single unit’s social capital within an organization and its link to the employees’ Facebook usage.

Method: In order to answer the purpose of this thesis, a case study was performed on a consumer electronics retailer in Jönköping, Sweden. A mixed method, sequential explanatory design was applied in this thesis by; quantitative data collection in the form of questionnaires and then qualitative data collection in the form of semi-structured interviews. The questionnaires provided an overall insight to the situation at Electronicum, but also a guideline on where to focus when collecting the qualitative data. Eight employees were interviewed.

Conclusion: The results indicate that Facebook affected the social capital mainly through its ability to quickly spread information and attitudes, but also to a large extent by its ability to extend social interaction, both offline and online. Trust was affected through Facebook’s ability to create bridging and bonding activities between employees. Moreover, the social capital components of shared norms and citizenship were influenced by Facebook. However, the most distinct link was between Facebook and knowledge sharing. There was a link between the use of Facebook and the increase in off-work activities which indirectly influenced the social capital at the work premises.

Syfte: Syftet med den här uppsatsen är att genom en fallstudie på en elektronikkedjas butik i Jönköping, beskriva länken mellan användning av Facebook och det sociala kapitalet på arbetsplatsen.

Bakgrund: Den forskning som gjorts på effekterna av Facebookanvändning på arbetsplatsers sociala kapital är långt ifrån omfattande. Tidigare forskning har fokuserat på stora internationella organisationer med interna sociala nätverk websidor, och hur de anställdas användning av dessa har påverkat organisationen som helhet. Härmed identifierade författarna ett behov av att undersöka hur anställdas Facebookanvändning påverkar socialt kapital hos en enhet inom en sådan organisation.

Metod: För att kunna uppfylla syftet med den här uppsatsen gjordes en fallstudie på en elektronikkedjas butik i Jönköping, Sverige. En blandad förklarande sekventiell metod design användes genom kvantitativ datainsamling i form av enkäter och sedan kvalitativ data insamling i form av semi-strukturerade intervjuer. Enkäterna fungerade som en generell översikt av situationen på Electronicum men även som en riktlinje var fokus skulle placeras under den kvalitativa data insamlingen. Åtta anställda från butiken intervjuades.

Slutsats: Resultaten visar att Facebook påverkade det sociala kapitalet huvudsakligen genom sin förmåga att snabbt sprida information och attityder och även till stor del genom Facebooks förmåga att utöka kontakten mellan anställda, offline som online. Facebook har en inverkan på en arbetsplats tillit genom dess förmåga att skapa överbryggande och sammanbindande aktiviteter. Även det sociala kapitalets komponenter ”delade normer” och anställdas känsla av ”medborgarskap” påverkades av Facebook. Länken mellan kunskapsutbyte och Facebook var dock tydligast. Det fanns en länk mellan Facebook användande och offline umgänge utanför jobbet vilket indirekt hade ett inflytande på arbetsplatsens sociala kapital.

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Oliveira, Washington Carlos Ferreira. « Ludicidade e educadores : ludicidade, cidadania e autoconhecimento na história de vida de educadores ». reponame:Repositório Institucional da UFBA, 2003. http://www.repositorio.ufba.br/ri/handle/ri/10975.

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A partir da caracterização da ludicidade, da conceituação de cidadania/direitos humanos e da definição de autoconhecimento, cuja prática articulada conduz à ludicidadania, a pesquisa investigou de que maneira a relação entre elas teve ou tem importância na história de vida e na formação de professores e como isso repercute no processo pedagógico. Tomando como referência a etnopesquisa crítica, a metodologia qualitativa serviu-se da entrevista individual como instrumento de uma instância específica, ao mesmo tempo compreendendo-a inserida numa totalidade. O roteiro de entrevista semi-aberta foi valorizado pela diversidade e profundidade dos depoimentos de dez professoras, de duas escolas, que permitiram o registro de suas lembranças, reflexões, crenças, incertezas e sínteses. Não houve caráter valorativo ou comparativo nas possibilidades de respostas, nem intenção de julgar, avaliar, ou orientar a prática específica das entrevistadas. A confrontação das experiências vividas pelas professoras com o referencial teórico articulado pelo autor intentou desvelar as possíveis linguagens (explícitas ou não) contidas nas falas das entrevistadas, assumidamente, a partir da ótica e da interpretação do pesquisador. A análise dos dados buscou compreender a percepção do professor sobre as possíveis relações entre atividade lúdica, trabalho, cidadania, direitos humanos, preconceito, autoconhecimento e papel do educador; foi uma investigação a partir das brincadeiras na própria história do educador. Numa pesquisa qualitativa, verificou-se como a ludicidadania pode ser um recurso suporte para viabilizar uma prática educativa singular e plural, que permita a cada indivíduo, ou grupo, assumir ou ressignificar sua identidade singular e, ao mesmo tempo, reconhecer as possibilidades de convivência solidária entre as diferenças existentes na pluralidade ? tendo como pano de fundo a essencialidade do espaço/tempo para expressão da autoridade interna de cada ser. Foram quatro as principais considerações que brotaram como produtos temporários desta pesquisa brincante: 1) O principal eixo condutor da prática educativa está ancorado na visão de mundo predominante no educador - muito mais que as técnicas e instrumentos utilizados durante sua formação acadêmica; 2) A ludicidadania pode ser um recurso adequado para colaborar na explicitação dessa visão de mundo predominante no indivíduo; 3) A ludicidadania constitui uma forma integrada de educar ludicamente, o que implica autoconhecimento e aprendizagem vivenciada, cotidianamente, de direitos humanos e cidadania; 4) Identificando o grau de percepção de ludicidadania na história de vida do educador, é possível destacar os aspectos mais favoráveis e as lacunas a serem convividas. A dissimulação do preconceito racial contra os negros emergiu como elemento indispensável para ser considerado no processo educacional brasileiro. Propondo a superação da visão que o lúdico se opõe ao trabalho, os resultados encontrados englobam limites e potencialidades das práticas lúdicas na educação, onde professor e estudante podem aprender a se autoconhecer e a conviver consigo, com o outro e com a natureza.
Salvador

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Silva, Andréia Gonçalves. « Informação legislativa ao alcance do cidadão : contribuição dos sistemas de organização do conhecimento ». Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/27/27151/tde-18052015-155605/.

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INTRODUÇÃO: A Lei de Acesso à Informação Pública (LAI) regulamenta o direito à informação estabelecido pela Constituição Federal de 1988, exigindo que os órgãos governamentais garantam o direito de acesso à informação pública mediante procedimentos objetivos e ágeis, de forma transparente, clara e em linguagem de fácil compreensão. Parte-se do pressuposto de que as leis produzidas pelo Legislativo podem ser consideradas \"informação pública\" e por isso devem ser disponibilizadas ao cidadão num formato simples e acessível. Para tanto, precisam ser organizadas, estruturadas e disseminadas, conforme as necessidades do público em geral. A Ciência da Informação, enquanto ciência responsável por investigar o fluxo da informação, desde a produção, até a disseminação e uso, busca atender às necessidades de informação de seus usuários via uso de metodologias e procedimentos específicos de organização da informação e do conhecimento. No escopo desta pesquisa sua ação não resultou em reescrever o texto das leis de forma simplificada, mas em criar métodos para sua organização e estruturação. OBJETIVO: Apresentar meios para melhorar o acesso à informação legislativa, com base em experiência realizada na elaboração de uma proposta de sistema de legislação previdenciária acessível para públicos não especialistas. MÉTODO: A partir do uso de metodologias da Organização Representação do Conhecimento, sobretudo dos Sistemas de Organização do Conhecimento, e das bases teóricas da Terminologia (teórica e concreta), da Análise de Conteúdos e da Arquitetura da Informação foi possível coletar, organizar e estruturar os termos da legislação previdenciária; estabelecer redes lógico-semânticas entre os conceitos; criar designações; nomear categorias e estabelecer relações entre categorias e termos (relação hierárquica, relação associativa e relação de equivalência); definir entradas preferenciais e estabelecer rótulos. RESULTADOS: A experiência de elaborar metodologias para melhorar o acesso à informação legislativa utilizando como modelo a legislação previdenciária se mostrou eficaz e pode ser aplicada a outras leis utilitárias ao cidadão, sobretudo as que regulamentam direitos sociais. CONCLUSÃO: Conclui-se que é possível elaborar um sistema de informação legislativa a partir de metodologias da Organização e Representação do Conhecimento e de outras áreas que dialogam com a Ciência da Informação. A Lei de Acesso à Informação impõe que os órgãos públicos disponibilizem acesso à informação, no entanto, não é possível disponibilizar sem organizar. Do mesmo modo, não é possível disponibilizar sem adequar a linguagem à realidade do cidadão. Iniciativas que buscam combater a desinformação legislativa são necessárias e contribuem para o pleno exercício da cidadania, uma vez que possibilitam que o cidadão conheça seus direitos, não ignore seus deveres e participe das conquistas promovidas pela cidadania, tendo condição intelectual e senso crítico para debater os problemas da sociedade civil, buscando soluções que sejam benéficas para si e para a coletividade.
INTRODUCTION: The Law on Access to Public Information (LAI) regulates the right to information established by the 1988 Federal Constitution, demanding that the government agencies ensure the right of access to public information through objective and agile procedures, in a transparent and clear way with easy to understand language. It is assumed that the laws made by the Legislative branch can be considered \"public information\" and therefore should be made available to the public in a simple and accessible format. Thus, they need to be organized, structured and disseminated, according to the needs of the general public. The Science of Information, while science responsible for investigating the flow of information, from its production to its dissemination and use, seeks to meet the information needs of their users via the use of methodologies and specific procedures for the organization of the information and the knowledge. In the scope of this research its action did not result in rewriting the text laws in a simplified manner, but to create methods for its organization and structure. OBJECTIVE: To introduce ways to improve the access to legislative information, based on the experience in elaborating a proposal for a system of social security legislation accessible to non-specialists public. METHOD: From the use of methodologies of Organization Knowledge Representation, especially of Systems of Knowledge Organization, and the theoretical foundation of Terminology (theoretical and factual) of the Analysis of Content and Information Architecture, it was possible to collect, organize and structure the terms of social security legislation; to establish logical-semantic networks among the concepts; to create designations; to name categories and establish relations between categories and terms (hierarchical relationship, associative relationship and equivalence relationship); to set preferred entries and establish labels. RESULTS: The experience of developing methodologies for improving access to legislative information using the social security legislation as a model was effective and can be applied to other useful laws to citizen, particularly the ones governing the social rights. CONCLUSION: It is concluded that it is possible to develop a system of legislative information from methodologies of Organization and Representation of Knowledge and other areas that dialog with the Information Science. The Law on Access to Information imposes agencies to provide access to information, however, it is not possible to make them available without organizing them. Similarly, it is not possible to make them available without adapting the language to the reality of the citizen. Initiatives that seek to combat legislative misinformation are necessary and contribute to the full exercise of citizenship, once they enable the citizens to know their rights, do not ignore their duties and join the achievements promoted by citizenship, having intellectual condition and critical sense to discuss the problems of the civil society seeking solutions that can be beneficial to themselves and to the collectivity.

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Johansson, Jonna. « Learning to Be (come) A Good European : A Critical Analysis of the Official European Union Discourse on European Identity and Higher Education ». Doctoral thesis, Linköping : Department of Management and Engineering, Linköpings universitet, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-10384.

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Pellegrini, Chloé. « L'enseignement des langues à l'école publique au Maroc : construction des savoirs, identités et citoyenneté ». Electronic Thesis or Diss., Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0345.

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Au Maroc, l’aménagement linguistique dans le système éducatif national, et plus largement les langues présentes dans la société – arabe, amazigh, français, anglais et espagnol particulièrement – font l’objet de débats politiques, idéologiques et sociaux depuis la fin du protectorat français (1956). Ils mobilisent des argumentaires identitaires passionnés au nom de valeurs sociétales et civilisationnelles antagonistes dans un contexte de tensions entre savoirs locaux et savoirs mondialisés. Ils développent des idéologies linguistiques qui enferment ces langues dans des mondes de références qui semblent clos sur eux-mêmes et en opposition les uns face aux autres. Or, que se passe-t-il à l’intérieur de l’enceinte de l’école publique concernant les langues ? Comment chacune de ces langues est-elle enseignée ? Quelles conceptions du savoir et quels types de savoir y sont construits, valorisés et légitimés ? Quel rapport au monde, quels mondes de références et quelle vision de soi et de l’autre y sont développés ? Quelle(s) forme(s) de citoyenneté et d’identité citoyenne sont promues ? Comment les acteurs du terrain éducatif (enseignants et élèves notamment) interprètent, transforment et s’approprient-ils ces conceptions du savoir, de l’identité et de la citoyenneté? Ces questions sont traitées à partir du travail ethnographique réalisé dans neuf établissements publics, du primaire au lycée, dans trois villes. Les analyses s’appuient sur des observations dans les cours de langues et l’espace scolaire, l’étude de documents (curricula, manuels, écrits d’élèves) et des entretiens avec des responsables, inspecteurs, directeurs d’établissements, enseignants, élèves et parents
In Morocco, language policies in the state educational system and, more widely, coexisting languages in Moroccan society – Arabic, Amazigh, French, English and Spanish – are the focus of heated political, ideological and social debates since the end of the French protectorate (1956). These debates oppose antagonist arguments based on issues and values of identity, society and civilisation in a global context of tensions between local and globalised knowledge. They rely on and participate in developing language ideologies that lock languages in sealed and opposed worlds of meanings and references. Beyond these debates, what is happening with languages inside the school walls? How is each of these languages constructed? How and what knowledge is constructed and valued? Which relationships to the world, to the self and the other and which worlds of meanings and references are developed in the teaching of each language? Which knowledge-bearers are valued? Which forms of citizenship and social identity are promoted? Moreover, how do school actors (especially teachers and pupils) interpret, transform and appropriate these conceptions of knowledge, identity and citizenship?This work analyses the ethnographic material collected through fieldwork over a period of two school years in nine schools – from primary schools to high schools – in three towns. Analyses are drawn from participant observations in language classes and school spaces, written documents like curricula, textbooks and pupils’ notebooks and interviews conducted with actors such as school officials, inspectors, headmasters, teachers, pupils and parents

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Pastoriza, Bruno dos Santos. « Educação química em discurso, ou sobre um modo de olhar para a prática da educação química ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/134871.

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Esta tese analisa o discurso produzido no campo da Educação Química. Assumindo os saberes e conhecimentos gestados por meio desse campo à atualidade da educação escolarizada da disciplina Química, busca-se colocar em pauta alguns dos elementos centrais do discurso que o atravessa e compõe, marcando tanto sua especificidade quanto sua inter-relação com outros. Apoiando-se e apropriando-se das ideias de discurso, poder, saber e conhecimento, bem como dos processos arqueológicos e genealógicos de investigação, produzidos e discutidos por Michel Foucault e outros autores, nesta tese emerge a centralidade de um enunciado que pauta as produções da Educação Química e instaura a delimitação, o agenciamento, a organização e a exclusão das ações, estratégias, sujeitos, práticas, etc. que podem, ou não, ser considerados relativos a esse campo Como processo analítico, esta tese desenvolveu uma “análise temática” sobre dois grupos de monumentos de trabalho: o primeiro, compreendido como aquele inserido no conjunto da Educação Química, foi constituído com os textos apresentados nos editoriais e em duas seções da Revista Química Nova na Escola – revista de fundamental importância para o campo analisado; o segundo grupo foi tomado como um espaço de diferenciação à própria Educação Química, sendo escolhida a obra de Arnaldo Carneiro Leão, produzida em 1936, como possibilidade de marcação e distinção de um período anterior à emergência do campo em estudo e, por conseguinte, do próprio enunciado que o sustenta. Com os procedimentos realizados, evidenciou-se a emergência de um enunciado que, recorrentemente, é atualizado e posto em jogo na produção da Educação Química, o qual pode ser resumido na noção da necessidade da existência de um sujeito-aluno-cognitivo na organização das ações e processos dessa área. A proposição desse enunciado compreende a organização, a sistematização e o estudo de uma série de pontos dispersos, que foram descritos, explicados e reagrupados ao longo da tese. Nesse processo, tanto houve a ratificação da centralidade do enunciado na prática do discurso, quanto a legitimação desse enunciado em específico no campo objeto de estudo. Nos encaminhamentos, a tese apresenta que o conhecimento desse discurso possibilita um maior assenhoramento da própria educação escolarizada da química, de sua atualidade e de seu futuro.
This thesis analyzes the discourse produced in the field of Chemical Education. Applying the knowledge and learning gestated through this field to the present of school chemistry education, it seeks to put in question some of the central elements of the discourse that traverses and composes the area, marking both its specificity and its relationship with others. Leaning on and appropriating the ideas of discourse, power, knowledge and learning, as well as the archaeological and genealogical methods of research, as produced and discussed by Michel Foucault and others, this thesis highlights the centrality of a statement that guides the productions of Chemical Education and establishes the delimitation, the agents, the organization and the exclusion of actions, strategies, subjects, practices, etc. which may or may not be considered related to this field. As an analytical process, this thesis developed a "thematic analysis" on two groups of works: the first, understood as the one inserted in the set of Chemical Education, was established with the texts presented in the editorials and in two sections of the Química Nova na Escola journa – journal of fundamental importance for the analyzed field; the second group was taken as a distinct space from the Chemical Education itself, and was composed by the work of Arnaldo Carneiro Leão, produced in 1936, as a possibility of marking and differentiating a period prior to the emergence of the field of study and therefore to the own statement that sustains it. With the procedures performed, the emergence of a statement that, repeatedly, is updated and brought into play in the production of Chemical Education was evidenced, which can be summarized in the existence necessity of a cognitive-student-subject in the organization of the actions of the area. The proposition of this statement comprises the organization, systematization and study of a series of scattered points, which have been described, explained and regrouped along the thesis. In this process, there was the ratification of the centrality of the statement in the discourse practice as well as the legitimation of this specific statement in this field of study. As an outcome, the thesis shows that the knowledge of this discourse provides more control over school chemistry education itself, its present and its future.
Esta tesis analiza el discurso en el área de la Educación Química. Asumiendo los saberes y conocimientos que este campo ha promovido en la actualidad de la educación escolarizada de la disciplina química, se busca poner de relieve algunos de los elementos centrales del discurso que la atraviesa y compone, marcando tanto su especificidad como su interrelación con otros. Apoyándose y apropiándose de las ideas de discurso, poder, saber y conocimiento, bien como de los procesos arqueológicos y genealógicos de investigación que Michel Foucault y demás autores han producido, en esta tesis emerge la centralidad de un enunciado que basa las producciones de la Educación Química y a partir del que hay la delimitación, agenciamiento, organización y exclusión de las acciones, estrategias, sujetos, prácticas, etc., que pueden, o no, considerarse relativos a ese campo. Como proceso analítico, esta tesis ha desarrollado un “análisis temático” sobre dos grupos de monumentos de trabajo: el primero, comprendido como aquel insertado en el conjunto de la Educación Química, está constituido de los textos presentados en los editoriales y en dos secciones de la Revista Química Nova na Escol – periódico de fundamental importancia para el campo que se analiza; el segundo ha sido tomado como un espacio de diferenciación de la propia Educación Química, donde se eligió la obra de Arnando Carneiro Leão, de 1936, como posibilidad de marcación y distinción de un periodo anterior a la emergencia del campo estudiado y, por consiguiente, del proprio enunciado que le sostiene. De los procedimientos que se realizaron, ha sido evidenciada la emergencia de un enunciado que, recurrentemente, se actualiza y se lo pone en juego en la producción de la Educación Química, el que puede resumirse a la noción de necesidad de existencia del sujeto-alumno-cognitivo para la organización de las acciones de la área. La proposición de ese enunciado comprende la organización, sistematización y estudio de una serie de puntos dispersos, que han sido descritos, explicados y reagrupados a lo largo de la tesis. En ese proceso, hubo tanto la ratificación de la centralidad del enunciado en la práctica del discurso cuanto su legitimidad, específicamente, en lo que toca al campo objeto de estudio. La tesis presenta que el conocimiento de ese discurso posibilita más empoderamiento de la propia educación escolarizada de la química, de su actualidad y de su futuro.

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MANCOSU, GIORGIO. « La trasparenza pubblica nell’era Open Data. Studio comparato Italia-Francia ». Doctoral thesis, Università degli Studi di Cagliari, 2016. http://hdl.handle.net/11584/266717.

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Objects, medium, sources, governance, content, actors, purposes and forms of public transparency are experiencing a rapid and profound evolution, which transcends national borders, and depends on the interaction between political, technological, legal and socio-cultural drivers. This happens when transparency exploiting the Open Government Data means and falls under the Open Government framework. Through the Italian and French legal systems, this thesis aims to highlight the recent advancements in public transparency. At first, we will look at the interplay between the concepts of transparency and openness, to identify the legal issues raised by the disclosure of public data. Subsequently, we will turn to the supranational context, which plays a key role in developing guidelines, standards and recommendations. A special place will be reserved to the right (and political) of the European Union. In the second part, we will analyse the above-mentioned legal systems, which are actively engaged in the wider reform of their Public Information Acts, within the framework of multi-stakeholder initiatives, such as the Open Government Partnership. On the whole, we will see how the shift from “transparency through documents” ” to “transparency through data challenges the public action models.

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Mancosu, Giorgio. « La transparence publique à l'ère de l'Open Data. Etude comparée Italie-France ». Thesis, Paris 2, 2016. http://www.theses.fr/2016PA020010.

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Les objets, les supports, les sources, la gouvernance, les contenus, les acteurs, les fins et les formes de la transparence publique connaissent à présent une évolution rapide et profonde, qui dépasse les frontières nationales et dépend de l’interaction entre facteurs politiques, technologiques, juridiques et socio-culturels. Cela s’avère notamment lorsque la transparence se prévaut des moyens du paradigme de l’"Open Government Data" et s’inscrit dans les perspectives de la doctrine de l’"Open Government".Ce travail de recherche vise à esquisser les mutations et les axes de progrès de la transparence publique, à l’aune de l’évolution des systèmes juridiques italien et français. On se penchera à titre liminaire sur l’articulation entre les notions de transparence et d’ouverture, afin de cerner les questions juridiques soulevées par l’ouverture des données publiques à des fins de transparence. Ensuite, on parcourra le niveau supranational, à la fois un forum et un lieu d’élaboration des orientations fondamentales en la matière. Une place de choix sera réservée au droit (et à la politique) de l’Union Européenne, dont on examinera les développements les plus récents. Enfin, on analysera les ordres juridiques susmentionnés, qui font à l’heure actuelle de la refonte du droit à l’information publique l’un des chantiers majeurs, dans le cadre de partenariats multi-parties prenantes tels que l’"Open Government Partnership"
Objects, medium, sources, governance, content, actors, purposes and forms of public transparency are experiencing a rapid and profound evolution, which transcends national borders, and depends on the interaction between political, technological, legal and socio-cultural drivers. This happens when transparency exploiting the Open Government Data means and falls under the Open Government framework.Through the Italian and French legal systems, this thesis aims to highlight the recent advancements in public transparency. At first, we will look at the interplay between the concepts of transparency and openness, to identify the legal issues raised by the disclosure of public data. Subsequently, we will turn to the supranational context, which plays a key role in developing guidelines, standards and recommendations. A special place will be reserved to the right (and political) of the European Union. In the second part, we will analyse the above-mentioned legal systems, which are actively engaged in the wider reform of their Public Information Acts, within the framework of multi-stakeholder initiatives, such as the Open Government Partnership.On the whole, we will see how the shift from “transparency through documents” ” to “transparency through data” challenges the public action models

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Culti, Maria Nezilda. « O desafio do processo educativo na prática de incubação de empreendimentos econômicos solidários ». Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20062007-120131/.

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Esta tese analisa os limites intrínsecos do processo de construção de conhecimentos por meio da ação educativa entre orientadores (educadores) e trabalhadores cooperados (educandos) na prática de incubação dos empreendimentos econômicos solidários. Trata-se de uma pesquisa empírica realizada com educadores de uma Incubadora Universitária de empreendimentos econômicos solidários e trabalhadores de duas cooperativas autogeridas. A maior parte do material analisado foi coletado por meio de pesquisa de campo nas cooperativas e na incubadora. No estudo, concebemos o conhecimento adquirido no processo prático de incubação de empreendimentos econômicos solidários dos trabalhadores como práxis que implica um conjunto complexo de atividades de caráter técnico e social, interagindo com conhecimento teórico e conceitual, orientados por objetivos. Trata-se por isso, de um processo pedagógico educativo que deve ser criativo, de ação coletiva e modificador da realidade. Adotamos a concepção de que os conhecimentos são produzidos neste mundo pelos próprios seres humanos e que a relação de conhecimento é uma relação entre sujeito e objeto e também que a relação com o mundo não é individual e imutável, mas coletiva e social. Como referência teórica nos apoiamos nos escritos de Freire, Cortella, Vázquez entre outros. As respostas às questões construídas ao longo do estudo evidenciam pontos positivos que representam avanços na direção da ação educativa e outros ainda de tensão e conflitos que indicam caminhos para a releitura do processo educativo, tanto para os educandos como para os educadores. Ficou evidente a importância e a necessidade da Universidade atuar por meio de incubadoras interagindo com a comunidade, levando o conhecimento de que dispõe para os trabalhadores cooperados que dificilmente teriam acesso de outra forma, bem como os efeitos positivos que advém dessa ação no meio acadêmico e para os trabalhadores. Ficou indicado também que no processo de incubação dos empreendimentos econômicos solidários dos trabalhadores há uma complexidade que demanda esforços significativos por parte dos educadores e educandos para atingir os objetivos propostos no processo de incubação, que passa necessariamente, por uma relação interativa e dialógica. Entretanto, é um processo educativo que modifica as circunstâncias, os homens e as mulheres na sua maneira de ser e agir. Há dificuldades de ambas partes, muitas barreiras que são rompidas e outras ainda não, mas é inegável a construção e reconstrução de conhecimentos para os atores envolvidos em vários aspectos. Os educadores despertam para outra forma de ver o mundo, estimula a autocrítica como educador e pessoa, enriquece e modifica a forma de ensinar e a prática da interdisciplinariedade. Estimula a associação entre ensino, pesquisa e extensão na universidade. Os educandos também mudam a forma de pensar e agir. Sentem-se mais seguros, respeitados e empoderados para interagir na sociedade. Passam a dispor de cidadania, autonomia para exercer a autogestão e melhor qualidade de vida.
This thesis analyzes the intrinsic limits of the process of construction of knowledge through the educational action among advisors (educators) and cooperated workers (scholars) in practice of incubation of the solidary economical enterprises. It is an empiric research accomplished with educators of an Academical Incubator of solidary economical enterprises and workers of two cooperatives auto managed. Most of the analyzed material was collected through field research in the cooperatives and in the incubator. In the study, we conceived the acquired knowledge in the practical process of incubation of the workers\' solidary economical enterprises as praxis that implicates a group compound of activities of technical and social character, interacting with theoretical and conceptual knowledge, guided by objectives. It is treated by that, of an educational pedagogic process that it should be creative, of collective action and modifier of the reality. We adopted the conception that the knowledge are produced in this world by the own human beings and that the knowledge relation is a relationship between subject and object and also that the relationship with the world is not individual and unalterable, but collective and social. As theoretical reference we got support on the writings of Freire, Cortella, and Vázquez among others. The answers to the subjects built along the study evidence positive points that still represent progresses in the direction of the educational and other action of tension and conflicts that indicate ways for the rereading of the educational process, so much for the students as for the educators. It was evident the importance and the need of the university to act through incubators interacting with the community, taking the knowledge that disposes for the workers cooperated that difficultly they would have access in another way, as well as the positive effects that occurs of that action in the academic midst and for the workers. It was also denoted that in the process of incubation of the workers\' solidary economical enterprises there is a complexity that demands significant efforts on the part of the educators and students to reach the objectives proposed in the incubation process, that necessarily passes, for an interactive relationship and dialogic. However, it is an educational process that modifies the circumstances, the men and the women in their way of being and acting. There are difficulties of both parts, a lot of barriers that are broken and other not yet, but it is undeniable the construction and reconstruction of knowledge for the actors involved in several aspects. The educators wake up for another form of seeing the world, it stimulates the self-criticism as educator and person, enriches and modifies the form of teaching and the practice of the interdisciplinarity. It stimulates the association among teaching, researches and extension in the university. The students also change the form of thinking and acting. They feel safer, respected and empowered to interact in the society. They start to dispose of citizenship, autonomy to exercise the automanagement and better quality of life.

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Johansson, Jonna. « Learning To Be(come) A Good European : A Critical Analysis of the Official European Union Discourse on European Identity and Higher Education ». Doctoral thesis, Linköpings universitet, Statsvetenskap, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-10384.

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During the year 2007 when this thesis was completed the European Union could look back at fifty years of collaboration, which began with the signing of the Treaty of Rome in 1957 and which has developed from being mainly economic in character to incorporating a political as well as a social dimension at the European level. In 2007 the European Union also commemorated the twentieth anniversary of Erasmus, its higher education mobility programme. It is this relatively new political dimension which I have been interested in investigating in this thesis. More precisely, it is the political construction of a common European identity which is analysed using a critical discourse analysis approach. The major aim of this thesis has been two-fold. The first aim has been to investigate how the European is constructed in the discourse contained within the official European Union documents. I have been interested in analysing the various structures, in the form of ideas and norms which are used to construct 'the European'. The second aim has been to explore whether the role of higher educated, as constructed in the official European Union discourse, is given a similar identity-making role as education is argued to have in the nation-state according to the theory on national identity. I argue that there are three versions of European identity construction, i.e. cultural, civic, and neo-liberal, with their own relationship to higher education, present in the empirical material analysed, consisting of official European Union documents. Further, this thesis is also a study of the power of modern government. I argue that there is an increase in normative soft power where 'the Good European' is not something 'you' are but something 'you' become by being a responsible active citizen. Through the use of critical discourse analysis I illuminate the power which resides in the language in the discourse analysed. Thus, I have been interested in investigating how the discourse analysed works to both include and exclude individuals.
Under 2007 då denna avhandling färdigställdes kunde den Europeiska Unionen se tillbaka på femtio år av samarbete som började med Romfördraget 1957 och som har utvecklats från att vara framförallt ekonomiskt till att även behandla politiska och sociala frågor på den europeiska nivån. År 2007 firade den Europeiska Unionen även tjugoårsjubileet för Erasmus, sitt program för rörlighet inom högre utbildning. Det är denna relativt nya politiska dimension som jag har varit intresserad av att undersöka i avhandlingen. Närmare bestämt, det är den politiska konstruktionen av en gemensam europeisk identitet som analyseras med hjälp av kritisk diskurs analys. Syftet med avhandlingen har varit tvådelat. Det första syftet har varit att undersöka hur europén skapas i diskursen som finns att finna i officiella EU policy dokument. Jag har varit intresserad av att analysera de olika strukturer, i form av idéer och normer som används för att konstruera 'europén'. Det andra syftet har varit att undersöka om högre utbildning, som den konstrueras i den officiella EU diskursen, har samma identitetsskapande roll som utbildning sägs ha i nationalstaten enligt nationell identitetsteori. Jag påstår att det finns tre versioner av europeisk identitet, i.e. kulturell, politisk och neoliberal, var och en med sin egen relation till högre utbildning, i det empiriska materialet, bestående av officiella EU dokument, som har undersökts. Dessutom, avhandlingen är en studie av den makt som är del av modernt styrande. Jag påstår att det har varit en ökning då det gäller 'mjuk. makt där en 'God Europé' inte är något 'du' är utan något 'du' blir genom att vara en ansvarstagande aktiv medborgare. Genom kritisk diskursanalys belyser jag uttrycken av makt som finns att finnas i den diskurs jag analyserar. Med andra ord, jag har varit intresserad av att undersöka hur den analyserade diskursen både inkluderar och exkluderar individer.

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Ohlsson, Al Fakir Ida. « Nya rum för socialt medborgarskap : Om vetenskap och politik i "Zigenarundersökningen" - en socialmedicinsk studie av svenska romer 1962-1965 ». Doctoral thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40284.

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This thesis investigates Zigenarundersökningen [the Gypsy study] – a socio-medical study of Swedish Roma conducted in 1962-1965. The Study was financed by the National Labour Market Board, which sought scientific information on every adult Roma citizen in order to plan for targeted authority interventions. The socio-medical team used a number of different medical and social techniques, drawing together different kinds of data – from the molecular to the social level – and adding “objective” records from public institutions, which resulted in the creation of detailed and voluminous individual case files. On the basis of these files, the public health specialist John Takman in charge of the socio-medical examinations formulated a professional opinion on each individual and family. During the execution of the study, new scientific and social questions were articulated, resulting in that the originally limited investigation concerning only a smaller group of Roma citizens evolved into a comprehensive research project covering all people identified as Swedish Roma. In this thesis, this expansion is analysed using methodological tools from Science and Technology Studies that focus on the reflexivity between the goals of scientific actors, and the social conditions and problematisations that surround them. In this way, science and policy mutually influence each other in situated practices, which also involves the drawing of scientific boundaries that serve to establish epistemic authority. Departing from Engin F. Isin’s theory on social citizenship, and its alterities, as constituted in contingent and contextualised social practices, and from Franca Iacovetta’s study of Canadian gatekeepers’ work in cold-war Canada, the thesis investigates how the, with time, increasing and more comprehensive activities of experts and professionals created new dimensions of citizenship. Against this background, the thesis draws the conclusion that the scientific-political examinations of problematised citizenship and citizens in Sweden in the 1960’s, while defining deviance, also defined normality. This implies, furthermore, that scientific measurements and classifications of alterity contributed to constituting those measuring and classifying – the experts and professionals – as virtuous citizens, in accordance with contemporary norms of professionalism and expertise, while the Roma were continually constructed as problematic citizens. Hence, scientific-political activities concerning Swedish Roma in the 1960’s created new spaces of social citizenship, where the contents of both normality and deviance were nuanced and (re)defined.

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Oliveira, Aparecida José Martines de. « Gestão do Programa Nacional de Fortalecimento da Agricultura Familiar PRONAF/Infraestrutura e Serviços Municipais em Alfredo Marcondes (SP) : História, Organização, Cidadania e Educação ». Universidade do Oeste Paulista, 2014. http://bdtd.unoeste.br:8080/tede/handle/tede/189.

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Made available in DSpace on 2016-01-26T18:50:01Z (GMT). No. of bitstreams: 1 Dissertacao Cidinha 10_03_2015 PUBLICAR.pdf: 17038942 bytes, checksum: 8bc703c6af7da340d0ac329408565e6d (MD5) Previous issue date: 2014-05-29
The following study shows a reflection on policy education and the popular knowledge management that ensured the active citizenship occurred, in the planning and implementation of the National Program of Family farming PRONAF/ Infrastructure and municipal services, implanted in Alfredo Marcondes, state of São Paulo, as participants having family farmers organized in the Municipal Council of Rural Development CMDR and the Association of Rural Producers of Alfredo Marcondes APRAM. The main objective is to investigation the learning of active citizenship occurred in these space non-formal education, from the partnership with local government and co-manager experience of the farmers of this municipality, discussing the achievements and teaching the conflicts that permeate the experience of social management of public goods, available to the APRAM by the municipally city hall. The work will cover the structure and functioning of APRAM and CMDR and yours joints, with the municipal, state and federal spheres, trying to reflect the scale socioeducative of the political participation as it occurs in various public institutions and local government bodies.
O presente estudo apresenta uma reflexão sobre a educação política e a gestão dos saberes populares que garantiram o exercício da cidadania ativa ocorrida, no planejamento e implementação do Programa Nacional da Agricultura Familiar PRONAF/ Infraestrutura e Serviços Municipais, implantado em Alfredo Marcondes, Estado de São Paulo, tendo como partícipes os produtores familiares organizados no Conselho Municipal de Desenvolvimento Rural CMDR e na Associação dos Produtores Rurais de Alfredo Marcondes APRAM. O objetivo central foi investigar o aprendizado para o exercício da cidadania ativa ocorrido nesses espaços de educação não formal, a partir da relação de parceria estabelecida com o governo local e com a experiência cogestora dos agricultores familiares deste município, discutindo as conquistas e pedagogizando os conflitos que permeiam a experiência da gestão social dos bens públicos, colocados à disposição da APRAM pela Prefeitura Municipal. O trabalho percorreu a estrutura e o funcionamento da APRAM e do CMDR e suas articulações, com as esferas do governo municipal, estadual e federal, tentando refletir a dimensão sócio-educativa da participação política enquanto ela ocorre nas diversas instituições públicas e instâncias do poder local. Trata-se de pesquisa qualitativa cujos resultados apontam para a positividade educativa do processo de gestão participativa que engendra o cidadão ativo. Para a educação formal, caracterizada por práticas escolares e relações sociais hierarquizadas e formatadas, essa é a real contribuição dessa pesquisa.

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Torres, Ospina Sara. « Uncovering the Role of Community Health Worker/Lay Health Worker Programs in Addressing Health Equity for Immigrant and Refugee Women in Canada : An Instrumental and Embedded Qualitative Case Study ». Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23753.

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“Why do immigrants and refugees need community health workers/lay health workers (CHWs) if Canada already has a universal health care system?” Abundant evidence demonstrates that despite the universality of our health care system marginalized populations, including immigrants and refugees, experience barriers to accessing the health system. Evidence on the role of CHWs facilitating access is both lacking and urgently needed. This dissertation contributes to this evidence by providing a thick description and thorough analytical exploration of a CHW model, in Edmonton, Canada. Specifically, I examine the activities of the Multicultural Health Brokers Co-operative (MCHB Co-op) and its Multicultural Health Brokers from 1992 to 2011 as well as the relationship they have with Alberta Health Services (AHS) Edmonton Zone Public Health. The research for this study is based on an instrumental and embedded qualitative case study design. The case is the MCHB Co-op, an independently-run multicultural health worker co-operative, which contracts with health and social services providers in Edmonton to offer linguistically- and culturally-appropriate services to marginalized immigrant and refugee women and their families. The two embedded mini-cases are two programs of the MCHB Co-op: Perinatal Outreach and Health for Two, which are the raison d’être for a sustained partnership between the MCHB Co-op and AHS. The phenomenon under study is the Multicultural Health Brokers’ practice. I triangulate multiple methods (research strategies and data sources), including 46 days of participant and direct observation, 44 in-depth interviews (with Multicultural Health Brokers, mentors, women using the programs, health professionals and outsiders who knew of the work of the MCHB Co-op and Multicultural Health Brokers), and document review and analysis of policy documents, yearly reports, training manuals, educational materials as well as quantitative analysis of the Health Brokers’ 3,442 client caseload database. In addition, data include my field notes of both descriptive and analytical reflections taken throughout the onsite research. I also triangulate various theoretical frameworks to explore how historically specific social structures, economic relationships, and ideological assumptions serve to create and reinforce the conditions that give rise to the need for CHWs, and the factors that aid or hinder their ability to facilitate marginalized populations’ access to health and social services. Findings reveal that Multicultural Health Brokers facilitate access to health and social services as well as foster community capacity building in order to address settlement, adaptation, and integration of immigrant and refugee women and their families into Canadian society. Findings also demonstrate that the Multicultural Health Broker model is an example of collaboration between community-based organizations and local systems in targeting health equity for marginalized populations; in particular, in perinatal health and violence against women. A major problem these workers face is they provide important services as part of Canada’s health human resources workforce, but their contributions are often not recognized as such. The triangulation of methods and theory provides empirical and theoretical understanding of the Multicultural Health Brokers’ contribution to immigrant and refugee women and their families’ feminist urban citizenship.

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AMIGONI, LIVIO. « Shababs on the Move : Ethnography on the Underground Migratory Routes from Sudan to the United Kingdom ». Doctoral thesis, Università degli studi di Genova, 2022. https://hdl.handle.net/11567/1099305.

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The present research project aimed to investigate the struggles undocumented Sudanese migrant face to circumvent legal and geographical borders and to gain some form of citizenship. I focused on the kind of journeys, referred to as sombok, their precondition, narration and social practices implemented along the irregular routes from Sudan to the United Kingdom. In doing so, particular interest was paid to the production, circulation and resilience of migratory knowledge roaming in transnational networks and resulting in consequent mobility patterns, tenaciously and ceaselessly reproduced. Indeed, despite the increasing difficulties, due to massive investment in border patrolling and externalisation of controls, it is apparent that this does not deter people from migrating and neither does it prevent arrivals and movements in Europe.

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Lee, Pei-Tzu, et 李珮慈. « The Effect of Brand Knowledge and Product Knowledge on the Customer Citizenship Behaviors ». Thesis, 2016. http://ndltd.ncl.edu.tw/handle/20717323213965919285.

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碩士
國立中興大學
企業管理學系所
105
Based on the theory of customer citizenship behaviors, this research investigate the antecedent variables of brand evangelism, knowledge contribution, and idea generation in the aspect of psychology and customer knowledge. The investigation of the relationship among customer knowledge (brand knowledge, product knowledge), customer psychology (brand trust, brand commitment), and customer citizenship behaviors (brand evangelism, knowledge contribution, idea generation) is the main subject in this research, which may be helpful for enterprises to conduct the open innovation and extra product sales. The users of smartphone were the target. Convenience sampling was the method to send questionnaires to participants by posting on Facebook and online communities. 281 questionnaires were received, 78 questionnaires was not valid, while 203 questionnaires was valid. Response rate was 72.24%. This research found that brand knowledge had positive influence on brand trust and brand commitment. Furthermore, brand trust and brand commitment both had positive effects on brand evangelism and knowledge contribution. However, idea generation was positive influenced by brand commitment merely, in other word, brand trust had no effect on idea generation. On the other hand, this research found that there were positive relationship between product knowledge and brand knowledge, especially subjective knowledge and brand knowledge. Another positive connection was between brand trust and brand commitment. Further investigation was the role of customer psychology between brand knowledge and customer citizenship behaviors. This research found that brand commitment was the mediator between brand knowledge and knowledge contribution and between brand knowledge and idea generation, while brand trust was the mediator merely between brand knowledge and knowledge contribution.

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MacDonald, Angela M. « Enacting global citizenship education : Teacher subject-matter knowledge and pedagogy ». 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=452825&T=F.

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Hunter, William David. « Knowledge, skills, attitudes, and experiences necessary to become globally competent / ». Diss., 2004. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3147319.

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Warner, Sheridane V., et 王萱如. « The Satisfaction of Human Resource Management Practices, Organizational Citizenship Behaviour and Knowledge Sharing ». Thesis, 2011. http://ndltd.ncl.edu.tw/handle/68395347313482400881.

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碩士
國立高雄師範大學
人力與知識管理研究所
99
Public sector organizations are mainly knowledge-intensive organizations and to exploit their knowledge, effective knowledge sharing among individual employees and between the different departments is required. The attention to the practices of knowledge management is no longer exclusive to the private sector, it is also very important for the public sector (Suzana and Kasim, 2008). This study considered the knowledge sharing variable to be significantly correlated to organizational citizenship behaviours and the perceived satisfaction of human resource management (HRM) practices. We specifically examined the moderating effect that the perceived satisfaction of human resource management practices will have on organizational citizen behaviour and knowledge sharing. Focusing on the employees in the public sector as the sample in the study, the results of the study shows that the correlation between organizational citizenship behavior and knowledge sharing is positive. The perceived satisfaction of human resource management practices as it turned out did not strongly support knowledge sharing behaviour. Further the perceived satisfaction of human resource management practices partially moderated the relationship between organizational citizenship behaviour and its five dimensions and knowledge sharing behaviour. It would be premature to conclude, on the strength of the evidence presented in this thesis that the satisfaction of human resource management practices and organizational citizenship behaviour is not positively related to knowledge sharing behaviours. Further research would be needed to explore the relationship between the satisfaction of human resource management practices and organizational citizenship behaviour on the one hand and knowledge sharing behaviour on the other hand, among employees in the public service.

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Kuo, Yi-Ting, et 郭浥渟. « The Study on the Relationships among Ethical Climates, Organizational Citizenship Behavior and Knowledge Sharing ». Thesis, 2010. http://ndltd.ncl.edu.tw/handle/38769748958305568816.

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碩士
中國文化大學
國際企業管理研究所
98
According to previous findings on knowledge sharing by many factors, but in the past were less ethical study the relationship between climate and knowledge sharing, and further infer that OCB may be saved as an intervening variable between the two. The purpose of this study to clarify the ethical climate, organizational citizenship behavior and the relationship between knowledge sharing among the three. In this study, full-time employees as the main study, 337 questionnaires were is-sued to remove after the invalid questionnaires, 308 valid questionnaires, using hie-rarchical regression analysis of empirical assumptions. Found that the overall ethical climate has a positive relationship with knowledge sharing, and the mediating effect of organizational citizenship behavior. According to empirical results of this study, practice and future research are suggested.

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Chuang, Hung-Chiu, et 莊鴻秋. « The Relation of Leadership, Organizational Citizenship Behavior and Knowledge Sharing from the Perspective of Motives ». Thesis, 2006. http://ndltd.ncl.edu.tw/handle/15952321585849582584.

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碩士
國立屏東科技大學
企業管理系碩士班
94
Due to highly competitive global economy in 21st century, enterprises not only take human resource management more seriously but also experience that it can create competitive advantage. Human resource is an important asset for organizations. This study is based on the questions of (1) how different leadership styles affect employees’ motives ; (2) whether LMX has the moderating effects between leadership style and motives ; (3) and how employees’ motives affect organizational citizenship behavior (OCB) and knowledge sharing. This study used questionnaire survey by random sampling. To avoid effects of homological deviation caused by common method variance, the researcher a adopted dyad-approach. The number of retured questionnaires is 368, and the effective returns-rate is 82.32%. The critical findings of this study are as following: (1) transformation leadership significantly correlates to motives, (2) contingent reward has significant positively correlates with organizational concern motive, (3) organizational concern motive whom significant positive correlation with OCB, (4) organizational concern motive mediates the relationship among group goals, contingent reward and OCBS, (5) LMX moderates the relationship between transformational leadership and motives, and (6) LMX moderates the relationship between transactional leadership and motives.

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Nunes, Ricardo Alexandre Rodrigues. « Exploring the links between human resource management and knowledge management : Organizational commitment, organizational citizenship behavior and knowledge sharing in Portuguese public organizations ». Master's thesis, 2013. http://hdl.handle.net/10071/9923.

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Organizational commitment, defined as the individual attitude towards the organization, is related to a whole set of behaviors, including knowledge sharing behaviors, product from the organizational process where individuals mutually exchange their - implicit and explicit – knowledge and jointly create new knowledge, and organizational citizenship behaviors, defined as behaviors that, while not formally required by job tasks, decisivelly contribute to organizational success. In present research, we try to find the relationships between organizational commitment, knowledge sharing attitudes and organizational citizenship behaviors in portuguese public administration specific framework, exploring the links between Human Resource Management and Knowledge Management. To achieve the proposed goal, we performed a study based on a quantitative methodology, using for this purpose a sample of workers from three local portuguese public organizations. The survey questionnaire was an auto-response questionnaire, composed by items from the three different scales that operationalize the constructs explored in our theoretical research. The municipalities, portuguese local administration units, are a particular reality in portuguese public management context, with well defined particularities and evident boundaries - a delimited surface, a clearly defined intervention spectrum and a whole of available human, material and financial resources. In present Master’s Degree Dissertation in Business Administration, we were able to conclude that, despite the lack of a knowledge-sharing culture in portuguese public organization management strategies, portuguese public sector workers are willing to exhibit affective commitment and organizational citizenship behaviors, required attitudes for successful knowledge sharing. Proving that public administration workers exhibit those related behaviors and attitudes should be the starting point to transforming relatively uncompetitive public sector organizations into dynamic and knowledge-intensive learning organizations.
O comprometimento organizacional, entendido como a atitude do indivíduo para com a organização, encontra-se intimamente relacionado com todo um conjunto de comportamentos, entre os quais se incluem os comportamentos de partilha do conhecimento, produto do processo organizacional em que os indivíduos mutuamente partilham o seu conhecimento – implícito e explícito – e conjuntamente criam novo conhecimento, e comportamentos de cidadania organizacional, entendidos como os comportamentos que, apesar de não requeridos formalmente pelas tarefas de trabalho, contribuem para o sucesso organizacional. Na presente investigação, procuramos perceber as relações entre o comprometimento organizacional, as atitudes de partilha de conhecimento e os comportamentos de cidadania organizacional no contexto específico da administração pública portuguesa, alicerçando assim os “links” entre a Gestão de Recursos Humanos e Gestão do Conhecimento. Para a prossecução do objectivo proposto, foi realizado um estudo assente numa metodologia quantitativa, recorrendo para o efeito a uma amostra de colaboradores de três autarquias locais portuguesas, aos quais foi aplicado um questionário de auto-resposta, composto por itens das três diferentes escalas que operacionalizam os construtos que ancoram a investigação. Os municípios, unidades administrativas do sector público local português, constituem uma realidade única no contexto da gestão pública portuguesa, com particularidades bem assentes e fronteiras bem definidas – uma área territorial delimitada, um espectro de intervenção claramente definido e uma significativa quantidade de recursos humanos, materiais e financeiros disponíveis. A presente Dissertação de Mestrado em Gestão permitiu concluir que, apesar da falta de uma cultura de partilha de conhecimento nas estratégias de gestão das organizações públicas portuguesas, existe predisposição para a exibição de comprometimento organizacional afectivo e comportamentos de cidadania organizacional entre os trabalhadores da administração local portuguesa, atitudes necessárias para uma bem sucedida partilha de conhecimento. A demonstração de que os trabalhadores da administração pública exibem este tipo de comportamentos e atitudes, interrelacionados entre si, constitui o ponto de partida para a transformação das relativamente pouco competitivas organizações públicas em verdadeiras organizações aprendentes.

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