Дисертації з теми "Un/doing"

Ce travail s’intéresse aux normes qui façonnent l’identité professionnelle des auditeurs au moment de leur départ des Big Four firms. Cette identité repose principalement sur leur capacité à intégrer les règles et normes tacites du professionnalisme (Stack & Malsch, 2022). Je m’appuie sur la réalisation d’une quarantaine d’entretiens semi-directifs réalisés auprès d’ex-auditeurs et d’auditeurs, ainsi que sur une perspective développée à partir des travaux de Judith Butler, qui considère les sujets comme perpétuellements faits et défaits, normativement légitimés et contraints (Tyler, 2019). En développant la relation qu’ont les auditeurs aux normes à travers trois périodes du départ (leur décision de partir, la période liminale et l’après), je souligne les tensions et contradictions des individus qui doivent passer d’être auditeur à devenir ex-auditeur. Théoriquement, cette thèse contribue à montrer que faire et défaire simultanément les normes permet de se maintenir reconnaissable comme professionnel à la fois dans le processus de départ et dans ce qui vient après. Ce maintien se fait à la fois par le relationnel à l’autre, mais aussi par rapport à l’audit, et s’explique à la fois par des raisons stratégiques et émotionnelles. Cette thèse ouvre donc la perspective de comprendre la circulation des normes par l’identité professionnelle
This research focuses on the norms that shape the professional identity of auditors as they depart from Big Four firms. This identity relies mainly on their ability to incorporate the unwritten rules and norms of professionalism (Stack & Malsch, 2022). I use around forty semi-structured interviews conducted with ex-auditors and current auditors as well as a perspective developed from Judith Butler’s work, which considers subjects as perpetually done and undone, normatively enabled and constrained (Tyler, 2019). By examining auditors’ relationships with these norms through different periods of their departure (their decision to leave, the liminal period, and the aftermath), I highlight the tensions and contradictions experienced by individuals as they transition from being auditors to becoming ex-auditors. Theoretically, this thesis shows that simultaneously doing and undoing norms enables individuals to remain recognisable as professionals both during the departure process and in what follows. This continuity is maintained through relationships with others, as well as through one’s relationship to auditing itself, and is explained by both strategic and emotional reasons. Consequently, this thesis opens up a perspective for understanding the circulation of norms through professional identity

This thesis explores some of the complexities of young people’s sexual subjectivities by foregrounding their experiences during a range of bodily practices. While the majority of research in the field of youth sexuality has focused on negative outcomes, in my research I emphasise pleasure. I worked with a socio-economically and culturally diverse sample of 36 young women and men aged 16 to 18 from south Wales (U.K.). Together we explored their embodied experiences, and a range of different methods of researching these experiences. Rather than asking participants about specific sexual practices, I focused on what felt good (and bad) in and on their bodies in a wide variety of contexts. I used group and individual interviews, and object- and arts-based methods, to map what felt sexual and/or pleasurable to them. I explored the ways in which their sexual subjectivities emerged not only during activities normatively defined as ‘sex’, but also in their engagements with objects, technology, sports, dance, and when their bodies were still. Taking inspiration from feminist appropriations of the Deleuzo-Guattarian concepts of ‘becoming’, ‘assemblage’, ‘affect’, ‘territorialisation’, and ‘deterritorialisation’, I offer intricate mappings of the ways in which affective flows in specific encounters can limit or expand young people’s (sexual) capacities. My data highlights how gendered violence, ‘trophy sex’, objectification and disembodiment remain significant forces in many young people’s sexual lives, especially those of young women. However, my thesis also maps ruptures and ‘alternative figurations’ of youth sexualities (Braidotti 1994; see Renold and Ringrose 2008). I illustrate how young sexual subjectivities can move beyond normative notions of (hetero)sexuality, and how young people sometimes experience sexuality and pleasure in unexpected ways and places. My thesis points to the malleability and multiplicity of youth sexual subjectivities, and towards possibilities for re-imagined sexualities that exceed gendered bodies and phallocentric desire.

Talking about spirituality can be uncomfortable. The topic is especially precarious within the sphere of education. Despite the discomfort and precarity, many scholars argue that there may be room in the postmodern curriculum for safe, open, and generative dialogue about religion and spirituality as cultural phenomena. These curriculum theorists (see Slattery, 2013; Doll, 2002; Huebner, 1991; Noddings, 2005; Whitehead, 1967a/1929; Wang, 2002) propose a sensitive critique of spirituality and religion that can lead to cultural healing, re-membering, re-integration and re-collection (Huebner, 1991). In an increasingly fractured world (Slattery, 2013), where spiritual and religious underpinnings cause an array of conflict, this study works toward critical dialogue in a secondary level public school art classroom. Through art-making, writing, and class discussions, the teacher and student researchers explored, critiqued, and de/constructed their own spirituality—with the aim of aggregating, accommodating (Rolling, 2011) and appreciating ways of thinking, being, and practicing that were different from their own. The project adopted A/r/tography as a qualitative research methodology, which views art-making, writing, and conversations as generative pools of data that can produce new understandings, meanings, and potentialities (Irwin et al., 2006; Irwin & de Cosson, 2004; Irwin & Springgay, 2008).

Chile’s history of (neo)colonisation and neoliberalism in education impacted early childhood education (ECE) and its curriculum. Its untroubled philosophical and pedagogical roots promote normalised ideas of ‘childhood’, and the (re)production of a specific subject: ‘the Child’. Consequently, regimes of truth about ‘the Child’ are (re)established in pedagogical and curricular practices. Drawing on Butler’s concept of performativity and Foucault’s understandings of power and discourse, I explored how the Child is not born, but made. During 2013 I spent approximately five months in an EC classroom with 32 young children and four female practitioners. The approach was framed under a postmodern rationale. It was ethnographically informed, which involved participating and observing the everyday routines in the classroom. The ‘data’ that was generated throughout that period was analysed using Haraway’s metaphor of a ‘cat’s cradle’, which had Rapa Nuian influences. This resulted in three Kai-Kai figures, where I (dis)entangled several discourses of ‘the Child’ and ‘the Aunty’. Analysis suggest that ‘the Child’ is made in the ECE classroom, and cannot exist without ‘the Aunty’ (female practitioner), who is accountable for producing child subjects. Both subjects are bound in a binary logic, creating polarised relationships of need and dependency, and care and facilitation. Discourses of ‘the Child’ and ‘the Aunty’ are made through pedagogies informed by the ECE curriculum, produced and regulated by all the subjects, but also resisted and transformed.

Studiens syfte var att undersöka avlärande vid onboarding ur ett HR-perspektiv. Avlärande innefattar det medvetandegörande, det övergivande och det omlärande stadiet, genom vilka föråldrade arbetssätt överges för att öppna upp utrymme för nya. Onboarding innebär de program en organisation skapar för att underlätta nyanställdas inträde i organisationen. Syftet för studien konkretiserades i de tre frågeställningarna: Hur arbetar organisationers HR-funktion med avlärandets tre stadier?, Hur arbetar organisationers HR-funktion med avlärandets tre stadier vid onboarding? och Hur relateras organisationers strategiska onboardingnivå till deras arbete med avlärande vid onboarding?. Material till studien insamlades genom sex semistrukturerade intervjuer med en stark teorianknytning. Intervjuerna genomfördes med respondenter från organisationers HR-funktion. De teoretiska ramverk som användes var Cegarra-Navarro och Wensleys (2019) teori om avlärande, teorin om Bauers (2010) fyra C, samt Bauers (2010) framställning av organisationers strateginivåer för onboarding.  En tematisk analys av undersökningens material utfördes och grundades i en deduktiv ansats där skildringen av teman föranledde resultatframställan. Studiens resultat visar att HR-funktioner saknar uttalade arbetssätt relaterade till avlärande. Trots detta indikerar studien att organisationers HR-funktioner kan belysa processer i vilka man kan tolkas arbeta med avlärandets medvetandegörande, övergivande och omlärande stadier både med befintliga medarbetare, samt i onboardingen av nya medarbetare. Vidare uppdagades att arbetet relaterat till avlärandets tre stadier kan skilja sig mellan organisationer på olika strateginivåer för onboarding, definierade utifrån teorin om strateginivåer för onboarding.
The aim of this study was to examine unlearning in relation to onboarding, from an HR perspective. Unlearning entails the stages of awareness, relinquishing and relearning in order to abandon obsolete patterns and create room for new ones. Onboarding implies the programs created by an organisation to facilitate the introduction of new employees. The aim of the study was broken down into three research questions: How does organisations’ HR functions apply the three stages of unlearning in their way of working?, How does organisations’ HR functions apply the three stages of unlearning in their onboarding processes?, and How does organisations’ onboarding strategy relate to their application of unlearning during onboarding?. The material of the study was collected through six semi-structured interviews strongly based on the study’s chosen theories. The interviews were conducted with respondents from organisations’ HR function. The theoretical frameworks used were Cegarra-Navarro and Wensley’s (2019) theory of unlearning, Bauer’s (2010) Four C’s as well as Bauer’s (2010) strategic levels of onboarding. A thematic analysis of the study’s material was carried out with a deductive approach where the themes identified laid the base for the results. The results of the study show that organisations’ HR functions lack explicit processes related to unlearning. Despite this, the study indicates that organisations’ HR functions can illustrate processes in which the three stages of unlearning, awareness, relinquishing and relearning, can be identified, both in regards to current and new employees. Furthermore the work related to the three stages of unlearning can differ between organisations on different strategic levels of onboarding, defined by the theory of strategic levels of onboarding.

En la presente tesis, se plantea el problema de cómo fortalecer la competencia de resolución de problemas matemáticos de cantidad en alumnos de tercer grado de educación primaria; formulando la hipótesis de que la implementación de un software educativo basado en el modelo Learning By Doing permitirá mejorar la problemática presentada. Por tal razón, el objetivo principal fue fortalecer la competencia de resolución de problemas matemáticos de cantidad en alumnos de tercer grado de educación primaria mediante la implementación de un software educativo basado en el modelo Learning By Doing, así como incrementar el porcentaje de alumnos que actúa y piensa matemáticamente en situaciones de cantidad, incrementar el porcentaje de alumnos que traduce cantidades a expresiones numéricas correctamente, aumentar el porcentaje de alumnos que comunica su comprensión sobre los números y las operaciones apropiadamente, acrecentar el porcentaje de alumnos que usa estrategias y procedimientos de estimación y cálculo adecuadamente e incrementar el porcentaje de alumnos que argumenta afirmaciones sobre relaciones numéricas y las operaciones. Para la elaboración de la propuesta tecnológica se utilizó la metodología RUP, la cual se divide en cuatro fases como son: inicio, elaboración, construcción, transición. Para el desarrollo del software educativo se empleó la Metodología Mecánica Dinámica Estratégica (MDE – Educativo), siendo cinco los pasos a seguir; complementando a lo anterior, se empleó el modelo Learning By Doing en el cual Kolt, mediante el ciclo del aprendizaje experiencial, indica cuatro pasos de cómo aprenden las personas. Con la finalidad de mejorar la enseñanza en los alumnos, se planteó que la institución educativa debe programar capacitaciones a los docentes para el uso de las tecnologías de información, con la finalidad de brindar una mejor educación.
Tesis

La Réunion est une île de l’océan Indien occidental dans laquelle s’observe une grande diversité religieuse. Les religiosités y sont nombreuses et laissent à voir une cohabitation harmonieuse. Mais quelles sont, au plus près du terrain, les modalités de ce faire-diversité ? Le détour par l’histoire de sa constitution nous apprend qu’il est notamment le fruit d’impositions et d’inégalités, notamment dans le domaine religieux. Il met aussi à jour la grande complexité de cette diversité que le terrain actuel confirme. Dans l’espace public, où s’appliquent des lois venues de métropole, la présence religieuse est importante, autant matériellement qu’en pratique. Les relations interindividuelles laissent pour leur part apparaître à la fois des lignes de distanciation et des ouvertures quant à certaines pratiques religieuses. Mais émergent aussi des éléments qui transcendent les affiliations plus particulières. Les parcours de vie, de leur côté, complexifient encore le tableau. Tout en mettant en lumière des appropriations religieuses qui dépassent largement les institutions
Reunion island (South-west of the Indian ocean) is known for its large religious diversity. There you find many religiosities that coexist in what seems to be a peaceful harmony. But, taking a closer look, how does that doing-society really looks like ? Getting throught the history of its making-of shows that it’s the result of restrictions and inequalities, in particular in religious field. It also shows the huge complexity of that diversity, wich is still on nowadays. In public space, where laws from the French metropole are applied, religiosities are present as materially as practically. Inter-personnal relation ships show that logics of distance are existing as well as openings. Elements that do overcross particular religious affiliations cans also be observed. Then, life stories do complexify even a little more that global painting. Meanwhile, there are religious appropriations that overcross, this time, the institutions

There seems to be a gap between human rights theory and human rights practice. This gap disables rights to be applicable in practice in a meaningful manner. By theorizing this gap with Neil Thompson’s theory of “thinking” and “doing” while shedding light to this gap with a postmodern flashlight, the study shows that the concepts of human rights, human dignity, culture and ideology are in need to be addressed and added to this discourse and certainly to the overall discourse of human rights. A way of doing this is to make rights in the vernacular, as Sally Engle Merry suggests. What will be the consequences of vernacular rights? What is needed is thus to translate universal values into local contexts by acknowledging the cultural dimension of rights and to learning through experience.

Les Serious Games (SGs) sont des dispositifs de formation de plus en plus utilisés dans les différents secteurs de l’éducation initiale et continue. Dans le cadre de cette thèse, notre objectif est de concevoir, d’abord, et développer, ensuite, un SG pour la formation et l’évaluation des personnels travaillant en environnement aseptique. Nous présenterons dans ce travail de recherche les approches théoriques qui sont à l’origine de la démarche de conception. Nous en viendrons à la définition d’un modèle unitaire et holistique (PEGADE) qui décrit le processus collaboratif et optimal de conception des SGs et qui s’articule autour d’une nouvelle figure professionnelle, le Pedagogical Game Designer (PGD). Une étude de l’efficacité sera réalisée pour comprendre dans quelle mesure un développement des compétences via le SG est possible et quelle est sa plus-value par rapport aux méthodes traditionnelles de formation pour les mêmes matières. Nous proposerons également une évolution de la théorie du conflit instrumental sur laquelle cette thèse s’appuie qui sera à l’origine d’une nouvelle méthode d’analyse de l’utilisabilité des dispositifs d’apprentissage utilisant les technologies informatiques
Serious games (SGs) are a very widespread training and evaluation device, employed in different sectors of school and adult education. In this study we aim to design and develop a SG for training and evaluating personals working in aseptic environment. We will present in this research the theoretical basis needed for that design process. We will define a holistic and united model (PEGADE), which describes the collaborative and optimal process to conceive SGs and which is constructed around a new professional figure, the Pedagogical Game Designer (PGD). A study of the effectiveness will be performed in order to understand how competences can be developed through the SG and which are the differences between this device if compared with traditional training used for similar purposes. We will propose as well an evolution of the instrumental conflict theory, which is one of the foundations of this thesis. That one will constitute the basic for a new method of usability test applied to every learning tool using ICTs