Tesi sul tema "Appropriation of children"

O presente estudo buscou compreender as relações que as crianças estabelecem com a arte contemporânea quando a mesma é apresentada, discutida e explorada no contexto escolar. Refletindo sobre a desarticulação e lacuna existente entre a arte contemporânea e a concepção de arte escolar, pensada somente como um produto e aquém de um processo, esta pesquisa se propôs a investigar junto às crianças como elas se articulam com a arte contemporânea, a partir de ações propositivas que ampliam suas formas de perceber os materiais e objetos do cotidiano. Neste sentido, a arte contemporânea serviu para pensar a metodologia de pesquisa e as crianças. Sendo utilizadas referências artísticas como: Marcel Duchamp, Joseph Kosuth, Nelson Leirner, Lia Menna Barreto e Sandro Ka, investigação ancorou-se teoricamente nos estudos sobre Pesquisas com Crianças (Pereira, Rabello de Castro, Tomás, Sarmento), nos estudos da Arte Contemporânea (Archer, Cauquelin, Chiarelli e Canton), e nos estudiosos que discutem acerca das Crianças Contemporâneas (Dornelles e Heywood). Tratou-se, portanto, de uma investigação realizada dentro de uma escola pública na cidade de Porto Alegre/RS, com um grupo de nove crianças de um primeiro ano. Para este estudo foram realizadas duas semanas de observação, dezessete encontros, além de uma visita ao MARGS – Museu de Arte do Rio Grande do Sul – ocorridos entre os meses de julho a dezembro de 2012. Como recursos metodológicos, foram utilizados os encontros propositivos – denominados metodologicamente como “Encontros Crianceiros” – os registros audiovisuais, diário de campo da pesquisadora e os materiais explorados e produzidos pelas crianças. As perguntas centrais deste estudo: como as crianças se relacionam com as modalidades que a arte contemporânea suscita? E como as crianças exploram a arte quando ela adentra a escola? Foram respondidas por meio das análises feitas, que se desdobraram ao longo do período da pesquisa com as crianças. As concepções sobre arte, as maneiras como seus processos de criação ocorreram e suas relações com a materialidade, e ainda, a experimentação dos objetos por meio dos afetos estabelecidos foram os eixos principais de análises. O estudo destaca a potência existente no encontro entre as crianças e a arte contemporânea, principalmente no que se refere à proximidade e receptividade dos pequenos com as modalidades da mesma. Além disto, a pesquisa demonstra através dos processos de criação das crianças como estes são encharcados de significados e relações externas ao contexto escolar, que emergem em suas experimentações, assim como os afetos e enfrentamentos que se estabelecem na exploração, ressignificação e apropriação dos materiais e materialidades. Ao aproximar os pequenos da arte contemporânea, este estudo dá suporte para que se pense e discuta as articulações existentes entre arte e crianças nos contextos escolares, e o quanto estas relações podem ser pautadas pelos processos de experimentação e ressignificação, além de serem possibilidades de ampliação de repertórios, tanto para crianças, quanto para os educadores.
This study sought to understand the relationships that children have with contemporary art when it is presented, discussed and explored in the school context. Reflecting on the disarticulation and gap between contemporary art and design art school designed only as a product and a process falling short, this research proposes to investigate with the children how it relates to contemporary art, from purposeful actions that expand their ways of perceiving the materials and everyday objects. In this sense, contemporary art served to think about the research methodology and the children. Being used as artistic references: Marcel Duchamp, Joseph Kosuth, Leirner, Lia Menna Barreto and Sandro Ka. The research anchored itself theoretically in studies on Research with Children (Pereira, Rabello de Castro, Tomás, Sarmento), Studies of Contemporary Art (Archer, Cauquelin, Chiarelli and Canton), and researchers who discuss about the Contemporary Children (Dornelles and Heywood). It was, therefore, an investigation into a public school in the city of Porto Alegre / RS, with a group of nine children of a first year. For this study were made twice weeks of observation, seventeen meetings, plus a visit to MARGS - Art Museum of Rio Grande do Sul - occurred between the months from July to December 2012- As methodological resources were used in propositional meetings - as methodologically called "Encounters Crianceiros" - audiovisual records, the researcher's field journal and materials exploited and produced by children. The central questions of this study: how children relate to the modalities that contemporary art raises. And how children explore art when it enters the school? Were answered through of the analyzes performed, which unfolded over the period of research with children. Conceptions of art, the ways their creative processes occurred and its relationship with materiality, and also experimentation of objects using of affections were established the main axes of analysis. The study highlights the potency existing in the meeting between children and contemporary art, especially in relation to the proximity and responsiveness of children with the same modalities. Apart from this, research demonstrates through the processes of creation of children as they are drenched in meanings and relationships outside the school context, that emerge in their experimentations, as well as affections and confrontations that are established in the exploration, redefinition and appropriation of materials and materiality Approaching the children of contemporary art, this study supports that think and discuss the joints between art and children in school contexts, and also how these relationships can be guided by the processes of experimentation and reframing as well as being possibilities expansion of repertoire, both for children and for educators.

O objetivo desta dissertação é investigar e analisar a transgressão e o borramento de fronteiras de gênero (categoria narrativa) e sua conexão com a emancipação do sujeito feminino no nível da narrativa nos dois últimos romances de Angela Carter, Nights at the Circus e Wise Children, à luz da teoria da intertextualidade paródica. O tipo de opressão pela qual passam as narradoras/protagonistas Fevvers e Dora Chance bem como as outras personagens femininas em ambos os romances mostra-se intrinsicamente relacionada às restrições ideológicas e formais tradicionalmente impostas aos gêneros (categoria narrativa) pelo patriarcalismo. Estas são precisamente as normas e regulamentos que Angela Carter se propõe desvelar, questionar e minar de forma a preparar o caminho para novas alternativas bem como diferentes possibilidades de futuro tanto para homens como mulheres. A principal contribuição desta dissertação está em sua tentativa de relacionar gênero (categoria narrativa), gênero (determinação sexual) e mudança social a fim de encorajar mais pesquisas sobre o poder político que subjaz a pós-moderna reescritura ou reinvenção e borramento de gêneros (categoria narrativa) praticada pelo sujeito feminino
The aim of this dissertation is to investigate and analyse the transgression and blurring of genre boundaries and its connection with the emancipation of the female subject on the level of the narrative in Angela Carters last two novels, Nights at the Circus and Wise Children, in the light of parodic intertextuality theory. The sort of oppression the narrators/protagonists Fevvers and Dora Chance as well as the other female characters undergo in both novels turn out to be intrinsically related to the ideological and formal constraints traditionally imposed on genres by patriarchy. These are precisely the norms and regulations Angela Carter sets out to unveil, question and undermine so as to pave the way for new alternatives as well as different future possibilities for men and women alike. The main contribution of this dissertation lies in its attempt to relate genre, gender and social change in order to nourish further research on the political power underlying postmodern female rewriting or reinvention and blurring of genres

This study investigates the digital lifeworlds of rural and urban 13- to 18-year old young people in an African, specifically Nigerian, context. Children and young people’s digital lifeworlds and practices with technology in the global North is well researched and documented. By contrast, research focusing on their counterparts, particularly pre-teens’ and teenagers’ digital practices and participation in Africa is still largely limited and exploratory; and the field underdeveloped. This is more so despite the important role played by digital communication technologies in children and young people’s everyday life. Privileging the use of a mixed methods approach, this study conducted 16 focus group discussions with 175 participants and a survey of 380 respondents in public and private schools sampled across two of Nigeria’s major geopolitical zones. Supported by the child-centred approach and the domestication framework by Silverstone, Hirsch and Morley (1992), the study provides a multi-layered portrait of the ways in which Nigerian teens access, understand, work and play with and negotiate the digital technologies that are available to them. The study also broadly pays attention to how young people constitute their digital lives and the role played by contextual dynamics and community networks such as family, school and others. It was found that young people in Nigeria have a considerable access to and are predominantly using mobile phones and the Internet (via the ‘mobile internet’). However, this did not preclude the divides and marginalities between children from dissimilar social backgrounds. Teens’ significant outcomes with technology mostly centre around the need for communication and interaction with friends first, and then family. They also primarily use technology to cultivate and maintain their peer culture, for self-care, dealing with mental wellbeing, and as a critical resource for education and information-seeking. Nigerian children’s digital practices are substantially shaped and at the same time undermined by various mediators or digital gatekeepers. These include parents, teachers, guardians and older adults who are presented mostly as prohibitors and moral panic mongers. Issues such as the absence of digital literacy and skill on the part of the children, their parents and teachers also limit the teens’ agency and digital opportunities and result in unchecked risks such as access to pornography, meeting online with strangers/online grooming, distractions, identity issues/negative role modelling. Moreover, the opportunities and benefits of technology in children’s lives remain precarious, stratified and complex. This study attempts to place children’s digital lifeworlds in its wider socio-spatial context and experience, contributing an important dimension to children’s digital practices, especially as there exists a resonant paucity of and apathy towards research and scholarship in children and media studies in Africa. Techno-shaming children into silence, fear, scepticism, guilt or moral panic is a common, but flawed strategy. Instead, it is suggested that government, schools and families should reconsider the precarious subjective-subordinate and marginalised position of young people and allow them the agency to contribute to decisions relating to their digital lives. Adult decision makers must focus on expanding Nigerian teens’ digital opportunities and rights. There is equally the need to develop resources that might help empower parents, families and adults by providing knowledge of the opportunities and risks of the digital age.

La thèse s'appuie sur le concept de littératie médiatique. Après l'avoir défini, elle s'emploie à le mettre en œuvre pour les enfants non-lisants (2 à 7 ans) du Togo et/ou sourds (7 à 12 ans) de France. Partant de l'hypothèse que les contenus médiatiques peuvent contribuer au développement, aux apprentissages et à la culture de ces enfants, l'analyse infocommunicationnelle des mécanismes d'appropriation de ces contenus est effectuée pour ces deux populations cibles. L'étude mobilise ainsi des expérimentations de terrain au Togo et en France.La première partie fait un état des lieux rapide des différents dispositifs médiatiquesd'interaction et d'apprentissage destinés aux enfants des deux pays de référence. Cette revue préliminaire des terrains d'étude montre que les politiques et les dispositifs de communication propres à notre cible restent insuffisants d'une part, et que le champ est très peu abordé dans les travaux antérieurs d'autre part.La deuxième partie se penche sur le cadre théorique de la littératie médiatique et précise sa conceptualisation dans le champ des sciences de l'information et de la communication. Le protocole VI.A.G.E est alors élaboré pour évaluer le processus d'appropriation de contenus médiatiques auprès des enfants.La troisième partie est consacrée au dépouillement des trois expérimentations de terrain menées au Togo (visionnage expérimental du film Kirikou et la sorcière) et en France (visioguide sur DVD et i-Pad, et interaction sur écran géant tactile, notamment au Musée du Quai Branly). Leurs résultats respectifs sont exposés. Un bilan général clôt la thèse : il récapitule les apports de la recherche à l'analyse de la littératie chez les enfants et trace quelques perspectives pour des travaux futurs.

Cette thèse traite de l’appropriation des enfants par leurs parents, à travers l’étude du placement judiciaire des mineur·es, et plus particulièrement du placement en famille d’accueil. Le placement y est pensé comme un cas limite, où les catégories instituées de « parent » et « d’enfant » perdent leur apparence d’évidence, de naturel et d’universel. Cela permet d’interroger, au-delà de la filiation juridique et du partage du quotidien, la genèse sociale du rapport parent-enfant, ainsi que les légitimités qui lui sont associées. Quatre régimes d’appropriation des enfants (privé, familial, public, commun) sont distingués, et deux sont particulièrement discutés et mis en tension : l’appropriation privée d'une part, quand un·e adulte tire profit du travail ou du corps d’un·e enfant et s’inscrit dans un rapport de pouvoir, et l’appropriation familiale d'autre part, qui intègre l’enfant à un groupe plutôt qu’à un autre, et l’investit comme un·e héritier·e porteur·se du statut social d’une lignée. Le propos s’appuie sur une enquête statistique et ethnographique menée dans un département de l’ouest de la France. L'enquête permet d'abord d'établir la distribution institutionnelle des droits à investir dans des enfants en déployant des stratégies familiales de reproduction, et des droits à les dominer. Il y est montré que, du fait de conditions sociohistoriques précises, de grilles de lecture socialement situées des agent·es de l’État et d’un fonctionnement organisationnel dans lequel les institutions médico-administratives occupent une place primordiale, le placement s’inscrit dans une politique de prise en charge des enfants résolument familialiste. Il ne vise pas à rompre le lien de parenté, mais à le normaliser ; les parents concernés sont d’abord ceux accusés de ne pas investir suffisamment dans leurs enfants. Par conséquent, le placement concerne prioritairement les fractions précaires des classes populaires, et incrimine principalement les mères et les parents porteurs d’une identification d’invalidité. Qui plus est, aucun investissement alternatif n’est proposé aux enfants placé·es, dont seule la prise en charge quotidienne est assurée. Le propos se centre ensuite sur les conditions sociales nécessaires à l’établissement et au maintien d’un tel lien de parenté, entre enfants placé·es et parents d’origine, mais également entre enfants placé·es et famille d’accueil. Il restitue l’aspect interactionnel de la construction des statuts d'enfant et de parent, en montrant l’importance de la légitimité accordée ou non par les enfants aux adultes qui cherchent à les socialiser et/ou à les dominer. Il en restitue également l’aspect processuel, et non systématique : quand le placement se prolonge, certains parents d’origine perdent ce statut, et certaines familles d’accueil intègrent malgré tout les enfants dans leur lignée, ou exploitent malgré tout leur travail et leur corps. Enfin, la thèse étudie la façon dont les enfants négocient le fait d’être ou non approprié·es, ainsi que les conséquences de l’appropriation – ou de son absence – sur leurs subjectivités et sur leur position dans l’espace social
This thesis focuses on the appropriation of children by their parents through the study of judicial placement of minors, with a particular emphasis on foster families. Placement is presented here as a boundary case, where the institutionalized categories of "parent" and "child" lose their appearance of being self-evident, natural, and universal. This perspective allows an exploration, beyond legal filiation and shared daily life, of the social genesis of the parent-child kinship, as well as the legitimacies associated with it. Four regimes of child appropriation (private, familial, public, and communal) are distinguished, with two specifically discussed and set in tension: private appropriation, when an adult benefits from a child’s labor or body, thereby engaging in a power relationship; and familial appropriation, which integrates the child into one group rather than another and positions them as an heir, bearing the social status of a lineage. The analysis is based on statistical and ethnographic research conducted in a department in western France. The first part examines the institutional distribution of rights to invest in children through family strategies of social reproduction, as well as rights to dominate them. This section shows that, due to specific sociohistorical conditions, the socially situated perspectives of State agents, and an organizational framework in which medical-administrative institutions play a central role, placement is embedded within a child-care policy that is resolutely family-centered. Its aim is not to sever the parent-child bond but to normalize it; the parents involved are primarily those accused of not investing sufficiently in their children, and no alternative investment is offered for placed children, whose daily care is the only assured support. As a result, the policy primarily affects the precarious fractions of the working class and disproportionately targets mothers and parents identified with disabilities. The second part focuses on the social conditions necessary to establish and maintain such kinship ties, between placed children and their birth parents, but also between placed children and foster families. It highlights the interactional aspect of the construction of parental status, showing the importance of legitimacy granted or denied by children to adults who seek to socialize or dominate them. It also captures the processual, non-systematic nature of these relationships: when placement is prolonged, some birth parents lose this status, while some foster families, despite everything, integrate children into their lineage or exploit their labor and bodies. Finally, the thesis examines how children negotiate the reality of being appropriated or not, as well as the consequences of appropriation—or its absence—on their subjectivities and their position within the social space

Avsikten med denna undersökning syftar till att undersöka betydelsen av fysisk aktivitet inom skol- och fritidsverksamhet för elever med neuropsykiatrisk funktionsnedsättning för att tillgodogöra inlärningen. Studien knyter an till det sociokulturella perspektivet på lärande. De frågeställningar som besvaras är: Har elever med neuropsykiatrisk funktionsnedsättning större behov av att röra på sig än andra och i sådana fall varför? Vad blir det för positiva förändringar hos elever med neuropsykiatrisk funktionsnedsättning som resultat av fysisk aktivitet/rörelse under deras skoldag? En enkätundersökning genomfördes på tre olika skolor med totalt 19 fritidslärare/extralärare och ett par specialpedagoger. Samtliga tillfrågade besvarade enkäten. Enligt studiens frågeställningar och utifrån det sociokulturella perspektivet med fokus på begreppet appropriering framkom följande resultat. Elever med en neuropsykiatrisk funktionsnedsättning har hjälp utav att röra på sig mer. Respondenterna menar att elevernas kommunikation för lärande förbättras. Resultatet pekar på att eleverna fick genom att röra sig mer, bättre möjlighet att ta över och ta till sig – appropriera – kunskaper i en samspelssituation.  Enligt respondenterna är det tydligt att undervisningsresultaten försämras när eleverna är stillasittande för länge. Att fysisk aktivitet har betydelse för lärandet bekräftas av tidigare forskning. Slutsatsen av denna enkätundersökning är att genom ökad fysisk aktivitet så skulle appropriering av kunskap kunna underlättas för elever med neuropsykiatriska funktionsnedsättningar.

Dans une perspective de psychologie développementale appliquée à l’objet Écrit, la recherche présentée dans cette thèse s’articule autour de deux grands temps et notions : l’évaluation des compétences à l’Écrit d’une part et la remédiation des difficultés sur l’Écrit d’autre part. Le concept d’appropriation de l’Écrit développé par Besse constitue la base de ce travail et permet de faire le lien entre ces deux dimensions, en prenant en compte le rapport à l’Écrit dans sa globalité (aspects cognitifs, sociaux ou plus personnels). Dans un premier temps, les compétences et représentations de l’Écrit de 159 enfants scolarisés à l’école élémentaire sont mises en évidence à l’aide des outils DMA-Enfants (rencontres individuelles autour d’activités sur le lire-écrire-parler). Les analyses et observations alors conduites ont permis de suivre le développement des compétences en lecture-écriture et le cheminement sur l’Écrit des enfants du CP au CM2. Différents profils sur l’Écrit ont également été identifiés, venant notamment souligner les particularités des enfants en difficulté sur l’Écrit. Dans un second temps, 21 enfants de CM2 ont participé pendant trois mois à des ateliers de remédiation sur l’Écrit autour du Journal Scolaire, visant à les accompagner vers une autre réflexion et appropriation de l’Écrit. Les résultats obtenus sont encourageants et témoignent d’une certaine influence de la remédiation sur les représentations et les comportements face à l’Écrit des enfants concernés
This doctoral research on the Written language takes place in the field of developmental psychology. It can be focused on two main concepts and two main steps: reading and writing skills assessment on one hand, remediation of difficulties on the other hand. The reading and writing appropriation concept developed by Besse is used to link assessment and remediation and the Written language in all its dimensions (cognitive, social and more personal aspects) is taken into account. Based upon the use of the DMA method, 159 children from 1st to 5th grade were first met individually and activities relating to reading, writing and oral skills were proposed to highlight their Written language skills and representations. We were able to monitor the progress and we could analyze the development of reading and writing skills throughout elementary school. Different profiles of reading and writing skills were also identified, especially to differentiate children having problems with Written language.In a second step, remediation workshops were set up for three months with 21 5th grade children. The purpose was writing articles for the school newspaper in order to support children to another thought and appropriation of the Written language. The results are encouraging : they show some influence of remediation on representations and behaviors about reading and writing

Die vorliegende Arbeit untersucht die tatsächliche und potenzielle Mobilität von Kindern aus einer ‎informellen Siedlungsstruktur in einer Megacity des globalen Südens am Fall Ezbet El-Hagganas im ‎Großraum Kairos; die Entwicklung von Mobilitätsgewohnheiten in der Kindheitsphase ‎und bezieht sich dabei nicht nur auf Kinder als Nutzer, sondern berücksichtigt zudem deren ‎unmittelbares soziales Umfeld und den gesamtgesellschaftlichen Kontext. Der theoretische Rahmen für die ‎Untersuchung der Mobilität von Kindern basiert auf Icek Ajzens Theorie des geplanten Verhaltens ‎sowie auf Vincent Kaufmanns Konzeptualisierung des Motilitätsbegriffes. Primärdaten wurden in ‎einer Feldstudie und in Fokusgruppen erhoben. Die Ergebnisse deuteten auf eine hohe Prävalenz der ‎unabhängigen Mobilität von Kindern (child independent mobility, CIM) auf deren am häufigsten zu ‎bewältigenden Strecke (zur Schule) hin, zunächst durch nicht motorisierte Formen der ‎Verkehrsteilnahme, aber weitgehend auch mit Hilfe von verschiedenen formellen wie informellen ‎Nahverkehrsmitteln. Es wurden sozio-kulturelle und sozialpsychologische Einflussfaktoren seitens ‎sowohl Kindern als auch ihren Eltern identifiziert, die die Verkehrsteilnahme von Kindern hemmen ‎oder befördern können. Gleichermaßen wurden hemmende ‎Faktoren untersucht. Die Akzeptanz des Radfahrens von Kindern wurde als Fallbeispiel für ‎unerschlossenes Mobilitätspotenzial untersucht und deutet auf die Prävalenz sozialpsychologischer ‎Faktoren hin, die Entscheidungsfaktoren rationaler und praktischer Natur entgegenstehen und die die ‎Verkehrsmittelnutzung von Kindern mindern; hier benannt als Nutzungslücke (appropriation gap). Die ‎Ergebnisse wurden schließlich in Zusammenhang mit dem Konzept der Verkehrsteilnahme gestellt ‎und erlauben die Diskussion von Implikationen für die politische Ebene und für den Diskurs von ‎Mobilität in benachteiligten Gruppen der Gesellschaft.
This study investigates the nature of children's actual and potential mobility in a case study of an ‎‎informal settlement in a megacity of a developing country; namely Ezbet El-Haggana in Greater Cairo ‎and explores the nature of the childhood ‎phase of developing mobility practices and habits, not only ‎as enabled by children themselves as ‎commuters, but also as enabled by parents and the surrounding ‎community and society. A theoretical framework was constructed through which ‎children's mobility is ‎investigated. It is based on Icek Ajzen's Theory of Planned Behavior and Vincent ‎Kaufmann's ‎conceptualization of Motility. The data was primarily collected through a field survey and ‎focus groups. ‎Results indicated high prevalence of child independent mobility (CIM) in the most ‎frequent trip (to ‎school), not only through active transport but also largely through different formal ‎and informal ‎transport services available. There are socio-cultural and socio-psychological factors ‎among both the ‎parents and the children that constitute the appropriation of mobility options that ‎cater to children, ‎either enabling or inhibiting their mobility. Through the experiences of children's ‎mobility, the acquired ‎skills and adaptive attitudes by both children and parents enhance children's ‎potential mobility ‎compared to children in wealthier communities that may be granted less mobility ‎rights or have less ‎competences among other factors. Inhibiting factors were also ‎investigated; the specific case of ‎acceptance of cycling for children. This exemplified prevalence of socio-psychological factors that ‎overshadow ‎practical and rational aspects of choice; it is articulated here as an appropriation gap. ‎Results were ‎finally associated with the conceptualization of appropriation to discuss implications for ‎policy and for ‎the discourses of mobility in disadvantaged communities.‎

A l’heure où la plupart des musées investissent dans des sites Internet qui rendent souvent une grande partie de leurs collections accessibles à distance, la mission du musée en tant que lieu physique d’accès aux œuvres est remise en question. Le rapport aux publics doit être repensé : la nature de sa relation aux œuvres est transformée, et l'émergence du concept de visite augmentée introduit des dispositifs renouvelés de médiation au sein même de l’espace muséal. Cette thèse rend compte d’une expérimentation de terrain autour de Muséo+, outil de médiation de contenus muséographiques au moyen de dispositifs techno-pragmatiques interactifs. L’ensemble des contenus numériques est accessible, via l’application, sur une tablette tactile. Le dispositif et l’application qu’il supporte ont été conçus pour accompagner et guider la découverte du Palais des Beaux-Arts de Lille, in situ, au cours d’une expérience de visite physique dans les lieux. Ils s’adressent à tous les enfants de 6 à 12 ans, sans et avec handicap divers (surdité, autisme, déficience intellectuelle, précocité) : ce travail s’inscrit ainsi dans une réflexion sur le Design for all (aussi appelée conception universelle). La question de l'accessibilité intellectuelle et sensible est au cœur de ce travail, qui propose un retour d’expérience sur l’appropriation de contenus culturels. Le point de vue adopté consiste à observer et à qualifier une expérience de visite physique avec accompagnement numérique, et les mécanismes de construction de sens mobilisés
At a time when most museums invest in websites that often make much of their collections accessible from a distance, the museum's mission as a physical place where people can access the works is in question. The relationship to the public must be reconsidered : the nature of the relationship to the works is thus transformed, and the emergence of the concept of enhanced tours has introduced devices which should renew mediation within the museum space. This thesis reports a field experiment around Muséo +, a mediation tool which makes museum content available through interactive techno-oriented devices. All the content is accessible via the application, on a digital tablet. The tablet and the application have been designed to support and guide the discovery of the Palais des Beaux-Arts of Lille, in situ, during a physical tour. It is available for all children from age 6 to 12, with and without disabilities (deafness, autism, developmental disabilities, Precocity) : this work is thus part of a reflection on the Design for All (also called Universal Design). The issue of intellectual and sensitive accessibility is central in this work, offering feedback on the appropriation of cultural content. The approach taken is to observe and describe a physical visit experience with digital assistance and the processus used for the construction of meaning

In recent decades, the practice of mindfulness has spread from its initial Eastern philosophical and spiritual roots and has been adapted in various Western contexts of service provision in attempts to improve the physical and psychological well-being of individuals with a diverse range of conditions. Secularized versions of mindfulness are currently being utilized in elementary schools. Given the rising presence of mindfulness practices in elementary schools, it is important to learn about educators’ experiences, perceptions, and beliefs regarding these practices. This study investigates how mindfulness practice is being conceptualized and taught in public elementary school settings with children. Qualitative semi-structured interviews were conducted with 6 educators in 3 public elementary schools within the same catchment area. A thematic data analysis approach was utilized to derive central themes from the interviews. The findings contribute to qualitative understandings surrounding the benefits and limitations of current practices. As well, approaches and strategies are proposed that could inform a more comprehensive practice of mindfulness and more consistent implementation in these settings.
Graduate

A l’heure où la plupart des musées investissent dans des sites Internet qui rendent souvent une grande partie de leurs collections accessibles à distance, la mission du musée en tant que lieu physique d’accès aux œuvres est remise en question. Le rapport aux publics doit être repensé : la nature de sa relation aux œuvres est transformée, et l'émergence du concept de visite augmentée introduit des dispositifs renouvelés de médiation au sein même de l’espace muséal. Cette thèse rend compte d’une expérimentation de terrain autour de Muséo+, outil de médiation de contenus muséographiques au moyen de dispositifs techno-pragmatiques interactifs. L’ensemble des contenus numériques est accessible, via l’application, sur une tablette tactile. Le dispositif et l’application qu’il supporte ont été conçus pour accompagner et guider la découverte du Palais des Beaux-Arts de Lille, in situ, au cours d’une expérience de visite physique dans les lieux. Ils s’adressent à tous les enfants de 6 à 12 ans, sans et avec handicap divers (surdité, autisme, déficience intellectuelle, précocité) : ce travail s’inscrit ainsi dans une réflexion sur le Design for all (aussi appelée conception universelle). La question de l'accessibilité intellectuelle et sensible est au cœur de ce travail, qui propose un retour d’expérience sur l’appropriation de contenus culturels. Le point de vue adopté consiste à observer et à qualifier une expérience de visite physique avec accompagnement numérique, et les mécanismes de construction de sens mobilisés
At a time when most museums invest in websites that often make much of their collections accessible from a distance, the museum's mission as a physical place where people can access the works is in question. The relationship to the public must be reconsidered : the nature of the relationship to the works is thus transformed, and the emergence of the concept of enhanced tours has introduced devices which should renew mediation within the museum space. This thesis reports a field experiment around Muséo +, a mediation tool which makes museum content available through interactive techno-oriented devices. All the content is accessible via the application, on a digital tablet. The tablet and the application have been designed to support and guide the discovery of the Palais des Beaux-Arts of Lille, in situ, during a physical tour. It is available for all children from age 6 to 12, with and without disabilities (deafness, autism, developmental disabilities, Precocity) : this work is thus part of a reflection on the Design for All (also called Universal Design). The issue of intellectual and sensitive accessibility is central in this work, offering feedback on the appropriation of cultural content. The approach taken is to observe and describe a physical visit experience with digital assistance and the processus used for the construction of meaning