Dissertations / Theses on the topic 'Frankfurt school of sociology'

The crisis of subjectivity and the problem of social change is the underground history of the European Revolution of 1917-23. Its final signal in the inter-war years came with the defeat of the Republican forces in the Spanish Civil War in the years preceding the Second World War. The defeats of progressive social forces in the inter-war years, leading to the catastrophe of the Second World War and the Holocaust brought the original Western Marxists into a socio-political terrain involving new developments and unexpected setbacks in the struggle for a rational society (socialism). Stalinism and Fascism blocked the route to socialist democracy on an international scale. In the dialectic of hope and despair the Second World War can be understood as representing the great terminus of accumulated defeats of the working class internationally in the inter-war period. For the Frankfurt School the Second World War was not only the lowest point humanity had reached at the height of technical progress, the sheer technological efficiency of the destructiveness it unleashed seemed to foreclose any impetus for optimism. Hope and despair, progress and reaction, became increasingly intertwined and at times impossible to distinguish in the succession of events. For Horkheimer and Adorno this was the dialectic of Enlightenment, the apotheosis of Western rationality dominating and consuming its own progress in an orgy of regression leading to barbarism. Midnight in the twentieth century became, for Horkheimer and Adorno at least, the eclipse of reason itself. The Frankfurt School, it has been argued here, expresses a tendency of Western Marxism and has to be analysed in this context. The notion that Western Marxism and thus the Frankfurt School were a simple product of defeat has been shown to be mistaken and ultimately dismissive of the complex interplay between theory, politics, and history. For the events in the inter-war years did not 'give rise to' the Frankfurt School as if thought were merely a reflection of historical events. The critique of orthodox Marxism must be applied to the sociology of the Frankfurt School: in other words, thought is not an 'affect' propelled by historical laws. The examination of the role of philosophy in the restoration of the subjective factor in ideology critique and the analysis of social change - and hence the reconstruction of the Marxian project - has shown that the Frankfurt School's major contribution to such a reconstruction was in restoring the dynamic concept of subjectivity as pioneered by Marx and Engels in The German Ideology [1845/46]. This study has attempted to show the continued relevance of this School of Western Marxism in terms of its contribution to solving the crisis of subjectivity and the problem of social change, and as an important guide in the struggle for a humanist renaissance of Marxian socialism which, it has been argued, forms the essential dimension of this solution.

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Esta pesquisa aborda um fenômeno típico das sociedades contemporâneas, a administração social das atividades físicas no tempo livre em meio à natureza. O objetivo é analisar/compreender a potencialidade emancipatória dessas atividades a partir dos estudos dos pensadores da Escola de Frankfurt. A hipótese é de que o contato das pessoas com a natureza no tempo livre pode promover uma relação em que tanto a natureza quanto o sujeito não são percebidos como objeto de exploração e dominação; relação que nas condições de administração social encontra-se prejudicada e até obstaculizada. Constituída de três capítulos, os dois primeiros apresentam e discutem o aporte conceitual e teórico que analisa historicamente o trabalho e o tempo livre, enquanto o último analisa e reflete criticamente os dados coletados por meio de pesquisa empírica de práticas de lazer em meio à natureza na cidade de Carrancas/MG, conhecida como uma espécie de refúgio daqueles que vivem em centros urbanos maiores devido às suas belezas naturais.
This research deals with a typical feature of the contemporary societies, the social administration of the physical activities in the free time along with the nature. The objective is to understand the emancipatory potentiality of these activities from the studies at Frankfurt’s School. The hypothesis is that the people’s contact with the nature in their free time can promote a relationship that both the nature and the individual are realized like non-stuffed nature, relation that, in the social conditions of administration is damaged and even obstructed. This survey is constituted by three chapters, in the two first, it shows a conceptual and theoretical aphostl studied in the last analysis, and reflects critically the collected data through the empirical investigation-work in the town of Carrancas/MG, known as a kind of refuge for the ones who live in bigger urban centers due to the beautiful waterfalls.

Trata-se de uma interpretação dos ensaios nos quais Theodor Adorno criticou autores clássicos da sociologia e discutiu problemas sociológicos de seu tempo. Tal investigação não se destinou em detectar as influências que determinados autores por ventura tenham desempenhado sobre o pensamento de Theodor Adorno, mas demonstrar como a sua teoria social pode ser reconstituída a partir de sua crítica à tradição sociológica. Pretende-se demonstrar que ao tratar da história da sociologia, ao posicionar-se ante as polêmicas e controvérsias científicas, Adorno efetua um alargamento do âmbito da experiência sociológica e leva às últimas consequências o projeto de compreender o processo social através da crítica ao pensamento sociológico moderno. Pode-se afirmar que Adorno nas polêmicas contra o positivismo na sociologia alemã, em suas análises a respeito da obra de Auguste Comte, na interpretação dos trabalhos de Émile Durkheim, através da crítica imanente visa à construção de uma teoria crítica que se compõe a partir da crítica da tradição sociológica.
This text is a interpretation of the essays in which Theodor Adorno criticizes classic authors of sociology and discusses the sociological problems of his time. This investigation dont have the aim of to detect the influences that certain authors by chance would have over the Theodor Adornos thoughts, but to show how his social theory can be rebuilt starting from his criticism of the sociological tradition. I intend to show that, by dealing with the sociologys history, positioning himself before the scientific polemics and controversies, Adorno perform a widening the comprehension of the sociological experience leading to the last consequences the project of understanding of the social processes through the criticism to modern sociological thought.I can assert that Adorn, in the polemics against the positivism in German sociology, in his analysis about the Auguste Comtes work, in the interpretation of Émile Durkheims works, through of immanent criticism, seeks to build a critical theory, which constitutes itself starting from the criticism to sociological tradition.

Esta dissertação analisa uma organização ocultista, sediada na cidade de São Paulo, com o auxílio da Teoria Crítica da Escola de Frankfurt e da psicanálise freudiana. Pretendemos com isso compreender em parte o processo de formação da subjetividade moderna dentro da sociedade totalmente administrada, bem como discutir a irracionalidade da cultura refletida no sujeito como um eco do social. O trabalho conclui que a transição do capitalismo concorrencial para o capitalismo de monopólios gerou uma busca por valores espirituais muito de acordo com a lógica do consumo de massas. Concluímos também que a irracionalidade de tais renascimentos religiosos, dos quais a Pró-Vida é um exemplo, representam o reflexo da patologia social da razão humana.
This thesis analyses an occultist organization, placed in the city of São Paulo, with the help of the Frankfurt Schools Critical Theory and the Freudian psychoanalysis. Our intention is to understand in part the modern subjectivity formation process inside the wholly administrated society, and to discuss the culture irrationality reflected on the subject as an echo of the social. The thesis concludes that the transition from concurrent to monopolist capitalism has generated a search for spiritual values according to the logic of mass consumption. We also conclude that this religious revival irrationality, of that which the Pró-Vida group is an example, represents the reflex of the social pathology of human reason.

Esta pesquisa tem como objeto o torcedor de futebol comum, analisando o que leva um indivíduo a torcer e o que, nessa prática, pode levá-lo à alienação e à violência. Nossos principais referenciais teóricos são a Escola de Frankfurt e a teoria freudiana. Estudamos o futebol sob o aspecto de sua apropriação pela indústria cultural e o torcedor como parte das massas estudadas por Freud (1921/1974a) em Psicologia de grupo e análise do ego e posteriormente pelos frankfurtianos. Dezesseis torcedores de diferentes times foram entrevistados. Formaram dois grupos de oito sujeitos, com base no processo de escolarização: um grupo de torcedores que têm até o ensino fundamental completo e outro de torcedores com ensino médio completo. Os resultados demonstraram certa devoção ao time nos dois grupos, bem como alienação e tendência à barbárie e ao preconceito. Isso ficou mais visível no grupo dos mais escolarizados, o que indica que a educação de hoje pode favorecer esse tipo de atitude.
The object of this research is the regular football supporter, analyzing what drives a person to cheer and what in this practice can lead to alienation and violence. Our main theory references are the Frankfurt School and the Freudian theory. We have studied the football in its appropriation by the cultural industry and the supporter as part of the masses studied by Freud (1921/1974a) in Group psychology and analysis of the ego and subsequently by the frankfurtians. Sixteen supporters of different Brazilian teams were interviewed. They were divided in two groups of eight subjects according to their education level: one group of supporters with low education level and another group with middle education level. The results have shown a certain devotion to the team in both groups as well as alienation and a tendency to barbarity and prejudice. This was more visible on the group with higher education level, what means that nowadays education can promote this kind of attitude.

Orientador: Renato Bueno Franco
Banca: Robespierre de Oliveira
Banca: José Pedro Antunes
Banca: Edmundo Antonio Peggion
Banca: Antonio Álvares Soares Zuin
Resumo: Esta pesquisa aborda um fenômeno típico das sociedades contemporâneas, a administração social das atividades físicas no tempo livre em meio à natureza. O objetivo é analisar/compreender a potencialidade emancipatória dessas atividades a partir dos estudos dos pensadores da Escola de Frankfurt. A hipótese é de que o contato das pessoas com a natureza no tempo livre pode promover uma relação em que tanto a natureza quanto o sujeito não são percebidos como objeto de exploração e dominação; relação que nas condições de administração social encontra-se prejudicada e até obstaculizada. Constituída de três capítulos, os dois primeiros apresentam e discutem o aporte conceitual e teórico que analisa historicamente o trabalho e o tempo livre, enquanto o último analisa e reflete criticamente os dados coletados por meio de pesquisa empírica de práticas de lazer em meio à natureza na cidade de Carrancas/MG, conhecida como uma espécie de refúgio daqueles que vivem em centros urbanos maiores devido às suas belezas naturais.
Abstract: This research deals with a typical feature of the contemporary societies, the social administration of the physical activities in the free time along with the nature. The objective is to understand the emancipatory potentiality of these activities from the studies at Frankfurt's School. The hypothesis is that the people's contact with the nature in their free time can promote a relationship that both the nature and the individual are realized like non-stuffed nature, relation that, in the social conditions of administration is damaged and even obstructed. This survey is constituted by three chapters, in the two first, it shows a conceptual and theoretical aphostl studied in the last analysis, and reflects critically the collected data through the empirical investigation-work in the town of Carrancas/MG, known as a kind of refuge for the ones who live in bigger urban centers due to the beautiful waterfalls.
Doutor

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This dissertation aims to present the trajectory of the Brazilian reception of the German philosopher Theodor Adorno. Linked to the Institute of Social Research - from which would emerge the "Frankfurt School" - Adorno begins to receive attention from Brazilian intellectuals between the decades of 1950 and 1960. Since then, researchers from different areas have looked out to the work of this author, creating what we called, following Pierre Bourdieu, an academic field. This trajectory involved distinct readings, appropriations and definitions about the author, built and criticized over time. This dissertation intends to analyze this processes locating them in it's different historical moments
Esta dissertação de mestrado tem como objetivo apresentar a trajetória da recepção brasileira do filósofo alemão Theodor Adorno. Intelectual ligado ao Instituto de Pesquisas Sociais – de onde emergiria a chamada “escola de Frankfurt” – Adorno começa a tornar-se tema de reflexão dos intelectuais brasileiros entre as décadas de 1950 e 1960. Desde então, uma série de estudiosos de diferentes áreas se debruçaram sobre a obra deste autor, constituindo aquilo que definimos, seguindo Pierre Bourdieu, como um campo acadêmico. Esta trajetória envolveu leituras, apropriações e definições distintas sobre o autor, construídas e criticadas ao longo do tempo. Esta dissertação pretende analisar estes processos localizando-os em seus diferentes momentos históricos

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The aim of this research is to analyze the reach of TV sports programs on physical education classes in schools, specifically under the perspective of the broadcasting of major sport events such as Olympic Games, Pan American Games, soccer championships and others. As theoretical reference, it was considered the first generation of the school of Frankfurt, especially T.W. Adorno and M. Horkheimer. The study privileged the analysis of the cultural industry concepts, identification and competition. Empirical research was carried out in a traditional private school in the city of Jundiaí in São Paulo state - Brazil, with 53 students of the second year of high school (16 years old). The research aimed: 1 - To verify the frequency with that the students attend the main sporting events of television and activities that can have effect in their formation. 2 - To verify the adhesion to sports programs on TV. 3 - To verify if the adhesion to the sport programs on TV promotes the identification of the spectators with the athletes who are put in the headlines by the media. 4 - To verify if the sport programs on TV triggers competitive tendencies on the behaviour of the students who watch them. 5 - If there is a correlation among the adhesion to the cultural industry, identification and competition. The data was obtained from questionnaires and scales organized and tested for the specific purpose. After analyzing the data, constructing tables/charts and doing statistics tests, the results showed how the sports programs on TV, specially the cultural industry as a system, has an effect on the attitude building, comprehension and behavior of students during the physical education classes. The results did not allow us to confirm the totality of hypothesis presented. However they indicate that the pertinence of the cultural industry concept and that its ideology gets to schools. The dynamics carried out with videos show that there is a considerable influence from the media on the behavior of students during the classes of Physical Education in school. The tests sperman did not indicate correlation among the adhesion to the cultural industry, identification and competition. Thus, with the growth of the sports industry and consequent support of TV to the spectacle-sport, there is belief that this theme will encourage other research aiming to understand better their effects on physical education classes in schools and its implications on the formation of the being
ix POIT, D. R. Um olhar Frankfurtiano sobre o alcance da programação esportiva da televisão nas aulas de Educação Física escolar. 2008. 142 p. Tese (Doutorado em Educação: História, Política, Sociedade) Pontifícia Universidade Católica de São Paulo, São Paulo, 2008. RESUMO O objetivo desta pesquisa é analisar o alcance da programação esportiva da televisão nas aulas de Educação Física escolar, especificamente, sob a perspectiva da veiculação dos principais eventos esportivos tais como: Jogos Olímpicos, Jogos Pan-americanos, campeonatos de futebol, entre outros. Como referência teórica foi considerada a produção da primeira geração da escola de Frankfurt, em especial T. W. Adorno e M. Horkheimer. O estudo privilegiou a análise dos conceitos de indústria cultural, identificação e competição. Foi realizada uma pesquisa empírica em uma escola particular tradicional da cidade de Jundiaí, município do estado de São Paulo, com 53 alunos do 2º ano do ensino médio. A pesquisa teve os seguintes objetivos: 1- Verificar a freqüência com que os alunos assistem os principais eventos esportivos da televisão e atividades que possam ter efeito em sua formação. 2- Verificar a adesão à programação esportiva da TV. 3- Verificar se a adesão à programação esportiva da TV promove a identificação dos expectadores com os atletas destacados pela mídia. 4- Verificar se a programação esportiva da televisão provoca tendências competitivas no comportamento dos alunos que a assistem. 5- Se há correlação entre a adesão à indústria cultural, identificação e competição. Os dados foram obtidos por meio de questionários e escalas organizadas e testadas para a finalidade específica. Após análise dos dados, construção de tabelas e testes estatísticos, chegou-se aos resultados que indicam como a programação esportiva da televisão, em especial, a indústria cultural como sistema, repercute sobre a formação de atitude, compreensão e comportamento dos alunos nas aulas de Educação Física escolar. Os resultados não permitiram comprovar na íntegra todas as hipóteses apresentadas, entretanto, indicaram a pertinência do conceito de indústria cultural e mostraram que sua ideologia chega à escola. A dinâmica realizada com vídeos indica que há uma considerável influência da mídia no comportamento dos alunos durante as aulas de Educação Física escolar. Os testes de Sperman não indicaram correlação entre adesão a indústria cultural, identificação e competição. Assim, com o crescimento da indústria do esporte e conseqüente suporte da televisão ao esporte-espetáculo, acredita-se que este tema deva suscitar outras pesquisas visando compreender melhor seus efeitos nas aulas de Educação Física escolar e suas implicações na formação do indivíduo

This work attempts to confront certain political problems created by the individualistic bias in psychoanalytic thinking, and the resulting failure to adequately theorise the importance of social processes. The thesis traces the origins of intrapsychic thinking to Freud's initial move from the seduction theory to the Oedipal theory. This development is offered as a prototype for the debates between conceptualisations of childhood traumatisation as a social problem of actual abuse occurring within dermed power relations, and theories which locate pathology purely within internal conflicts occurring inside the individual. Several criticisms of this shift are offered, and it s impact on later theory is considered. Here a contrast is offered between the theoretical approaches of Melanie Klein and Donald Winnicott, arguing for the usefulness of Winnicott's emphasis on environmental factors within psychodynamic theory. The impact of these theoretical approaches is illustrated through a critical evaluation of Freud's case study of Judge Schreber. Additional historical material is brought in to show the importance of environmental considerations ignored by Freud, and contrasting psychodynamic readings of the case are offered. As an alternative to purely intrapsychic approaches, a reinterpretation of certain strands of Critical Theory is then presented. Adorno's theory of the Authoritarian Personality and Marcuse' s concept of One-Dimensional Man are extended using Winnicott's formulations concerning psychological development. This leads to an examination of the question of the relationship between social structure and individual consciousness. Post-structuralist accounts of language and the construction of identity are explored. These are then developed drawing on theories of ideology, language and consciousness, integrating these with Winnicott's developmental theory to offer an alternative psychodynamic understanding of the relationship between social process and psychopathology. An attempt is made to reformulate - the notions of consciousness and the unconscious in terms of the possibilities and difficulties of representation within available social symbolic codes. In conclusion the it is argued that psychology needs to integrate critical social theory and contemporary understandings of the social construction of consciousness in order to become a meaning force in positive social transformation.

Various writers, for example Rudolf Bahro and Arne Naess, have for a long time associated Green politics with an impulse toward deepening democracy. Robert Goodin has further suggested that decentralisation of political authority is an inherent characteristic of Green politics. More recently in New Zealand, speculation has been raised by Stephen Rainbow as to the consequences of the direct democratic impulse for existing representative institutions. This research addresses that question. Examination of the early phase of Green political parties in New Zealand has found that the Values Party advocated institutional restructuring oriented toward decentralisation of political authority in order to enable a degree of local autonomy, and particpatory democracy. As time has gone on the Values Party disappeared and with it went the decentralist impulse, this aspect of Green politics being conspicuously absent in the policy of Green Party Aotearoa/New Zealand, the successor to the Values Party. Since this feature was regarded as synonymous with Green politics, a certain re-definition of Green politics as practised by Green political parties is evident. This point does not exhaust the contribution Green politics makes to democracy however, and the methodology used in this research, critical discourse analysis (CDA), allows an insight into what Douglas Torgerson regards as the benefits in resisting the antipolitical tendency of modernity, of politics for its own sake. This focusses attention on stimulating public debate on fundamental issues, in terms of an ideology sufficiently at variance with that prevalent such that it threatens to disrupt the hegemonic dominance of the latter, thereby contributing to what Ralf Dahrendorf describes as a robust democracy. In this regard Green ideology has much to contribute, but this aspect is threatened by the ambition within the Green Party in New Zealand toward involvement in coalition government. The final conclusion is that the Green Party in New Zealand has followed the trend of those overseas and since 1990 has moved ever closer to a commitment to the institutions of centralised, representative, liberal democracy and this, if taken too far, threatens their ideological integrity.

Notre travail de thèse de sociologie présente le passage du cinéma allemand en France depuis 1990, de sa sphère de production jusqu'à sa sphère de réception individuelle. Il mobilise les études sur la culture de l'École de Francfort ainsi que les apports de la sociologie de la réception, et s'appuie sur une enquête empirique menée auprès d'acteurs de la branche de production allemande et de spectateurs français. La production contemporaine est traversée par des mutations qui convergent pour générer un paysage cinématographique plus diversifié. L'apparition d'une voie médiane entre cinéma commercial et cinéma d'auteur, les « divertissements de qualité », principalement représentés par les films historiques à caractère authentique, favorise une reconnexion du cinéma allemand avec son public local et international. Les instances d'exportation déploient une nouvelle politique de visibilité polarisée autour de cette voie médiane, valorisée en tant que marchandise culturelle. La réputation du cinéma allemand auprès des distributeurs français est revalorisée, mais s'opère selon un mode conformiste qui tend à privilégier les motifs historiques et à exclure les comédies allemandes des écrans français. Cette orientation guide des horizons d'attente spectatoriels en termes de cinéma historique de qualité, crédible et fiable. Cette catégorisation de la germanité filmique mène alors au réinvestissement actif de visions du monde plus ou moins stéréotypées par rapport à l'Autre. Cette réception favorise en outre la matérialisation de phénomènes abstraits, liés à une expérience généralisée de l'altérité, entre germanité et universalité
This PhD presents the mechanisms of the appearance of German cinema in France since 1990, from its sphere of production to its individual reception. How can contemporary German cinema support new forms of encounter with the Other for French spectators? The analysis draws on the studies of culture undertaken by the Frankfurt School, as well as on contributions from the sociology of cinema and its reception. It also builds on empirical research conducted with major stakeholders : people working in German production on the one hand, and French spectators on the other. Since 1990 the production of German cinema has undergone changes resulting in the creation of a more productive film landscape. The rise in production has led to an increased export of German cinema, notably to France. This is a contradictory development: it has admittedly allowed a diversification in the nature of movies screened, but this diversification has been based on conformist approaches, smoothing out any heterogeneity. The export and advertising of the productions has tended to support historical themes whilst German comedies have been excluded from French screens in a self-fulfilling prophecy. The reception of contemporary German cinema has then led to an active reinvestment in more or less stereotypical worldviews of the Other. The encounter with German cinema has also fluctuated between being an experience of Germany and an experience of the world. The exoticism of German cinema has been too subtle to have any direct impact on the representation of the Other. Its influence has occurred implicitly on intertwined levels: on iconographic images, societal representations, as well as meta-representations
Die Dissertation aus dem Fachbereich Soziologie stellt die Passagen des deutschen Kinos in Frankreich seit 1990 dar - von der Produktionssphäre bis hin zur individuellen Rezeption. Hierbei bedient sie sich sowohl an den Kulturstudien der Frankfurter Schule als auch an den Beiträgen der Rezeptionssoziologie. Des weiteren basiert sie auf einer empirischen Studie, die die Sichtweise von Akteuren der deutschen Produktionsbranche und französischer Konsumenten analysiert. Die zeitgenössische Produktion zeichnet sich durch diverse Mutationen aus, deren Kreuzung zu einer vielfältigeren Kinolandschaft führt. Die Entstehung einer Schnittmenge aus kommerziellem Kino und Autorenfilmen, die zu einer qualitativ hochwertigen Unterhaltung führt, basiert überwiegend auf Historienfilme mit authentischem Charakter und führt zu einem Rückschluss auf das deutsche Kino auf lokaler und internationaler Ebene. Der Export der Filme, die durchaus als Kulturgut wahrgenommen werden, trägt zu einer polarisierten Sichtweise bei. Das deutsche Kino wird aus der Sicht französischer Händler neu bewertet, bedient sich jedoch dabei einer sehr konformistischen Art und Weise, die dazu neigt, sich an historischen Filmen zu bedienen und deutsche Komödien auszugrenzen. Dies führt dazu, dass der französische Zuschauer, von seinem Nachbarn, qualitativ hochwertige Historienfilme erwartet. Diese Kategorisierung von Deutschtum in Filmen führt zu einer Art Stereotypisierung im Hinblick auf den Anderen. Diese Rezeption fördert wiederum die Materalisierung abstrakter Phänomene, die an einer generalisierten Erfahrung des Andersseins bezüglich Deutschtum und Universalität anknüpft

Ce travail réinterroge la philosophie sociale critique d’Adorno à partir des concepts de règle et de jeu. Il a pour objectif d’exposer la théorie de la société d’Adorno et d’en questionner les fondements. Ces fondements, telle est notre thèse, peuvent être conceptualisés dans un langage propre à la sociologie de l’action si on les reformule en termes de « règles », de « suivi des règles » et de « jeu » – concepts qu’Adorno lui-même utilise afin de décrire le social, plus précisément la société capitaliste dans laquelle il vivait. Le fameux tout « non-vrai », qu’est la société selon Adorno, peut ainsi être compris comme un jeu réglé par lui-même, indépendamment de l’intentionnalité des acteurs. Cette reformulation de la philoso-phie sociale d’Adorno nous permet de la faire dialoguer avec d’autres conceptions du social (Weber, Ha-bermas, Descombes, Searle et le structuralisme) et de montrer à quel point l’objet d’Adorno diffère de celui de Weber, de Habermas et de Searle alors qu’il est commensurable à celui du structuralisme. La méthode pour saisir cet objet, à savoir les règles non intentionnelles qui structurent le jeu social, est celle de Freud (interprétation, lecture symptômale). Adorno, toutefois, se distingue du structuralisme et aussi de Freud en ce qu’il pense pouvoir établir un lien entre société capitaliste et le social réglé comme un jeu inaccessible aux acteurs : ce jeu est non seulement l’objet de recherche d’Adorno mais aussi l’objet de sa critique. Notre travail s’emploie à étayer la possibilité de cette critique qui ne vise rien de moins que les conditions de possibilité du vivre en commun telles qu’elles ont été établies par la philosophie sociale structuraliste ainsi que par Freud : des règles à effet inconscient qui font en sorte que tous les acteurs ne réalisent ou ne di-sent pas les mêmes significations font l’objet de la critique adornienne. Critiquer ces règles implique de montrer qu’une critique de l’institution verticale des sujets est possible sans détruire ni poser comme abso-lu la subjectivité elle-même. Cette critique devient envisageable à partir du moment où l’on examine la pratique qui est incluse dans le suivi aveugle de la règle : au sein de cette « fausse » pratique – qu’Adorno appelle la pratique d’identification – se dégage une pratique autre qui met en question la soumission aveugle à la règle. Cette pratique critique est également appelée « jeu ». Notre travail se conclut sur l’exposition de cette pratique et de son potentiel critique au sein du jeu qu’est la société capitaliste
This work reexamines the social critical philosophy of Adorno, starting form the concepts of rule and of game. It aims to expose the social theory of Adorno and to question its foundations. These foundations can be conceptualized in a language specific to the sociology of action if they are rephrased in terms of rules, rule-following and game; concepts which Adorno himself uses to describe the social, spe-cifically the capitalist society in which he lived. The famous all "non-true" which society is according to Adorno, can be understood as a game working in itself, regardless of the intentionality of the actors. This rephrasing of the social philosophy of Adorno allows us to dialogue with the other approaches of the social (Weber, Habermas, Descombes, Searle and the structuralism) and to show how the object of Adorno differs from that of Weber, Habermas and Searle, how it is commensurable with that of structuralism. The Method to seize the object, i.e. the rules that structure the unintentional social game, is the method of Freud (interpretation, symptomatic reading). Adorno, however, differs from structuralism and also from Freud’s conception of the social because he thinks that he can establish a link between capitalist society and the social regulated as a game inaccessible to players: for Adorno this game is not only the object of research but also the object of his criticism. Our work goes on to justify the possibility of such criticism that targets nothing less than the conditions of possibility of common living. What was established by structur-alist social philosophy as well as by Freud is the subject of criticism of Adorno: rules whose effects are unconscious, which ensure that all players do not realize or do not say the same meanings. To criticize these rules implies showing that the critique of vertical instituted subjects is possible without destroying subjec-tivity nor positing it as absolute. This criticism becomes possible from the moment you look at the prac-tice included in the blind following of the rule which is the "wrong" practice - Adorno calls this practice of identification ; the right practice included in practice of identification challenges the blind submission to

The following study outlines the different aesthetic theories developed by Theodor. W. Adorno, Leo Löwenthal and Herbert Marcuse between 1931 and 1978, describing the work they undertook while members of the Frankfurt School (1931-1942) and relating this to their later writings. A brief explanation is also given of why - in the author's opinion - Walter Benjamin's work should not be included amongst that of the Frankfurt School. The thesis adopts a chronological approach based on immanent, textual analysis of primary source material including unpublished correspondence. The main point of comparison from which the different aesthetics are evaluated is the degree to which they accept the main social theory developed in the School by Max Horkheimer. It is argued that Horkheimer's work was in turn based on Friedrich Pollock's theory of state capitalism. One of the main arguments advanced here is that all the aesthetics constructed before and after 1942 were indeed influenced to a greater or lesser extent by Pollock's theory, an argument which challenges the dominant interpretations of Frankfurt School aesthetic theories which regard them as not being grounded in a theory of the base. The thesis shows that adopting Pollock's social theory created problems for the aesthetic theories and led to the emergence of two different aesthetics: Adorno's aesthetics of mimetic experience and Marcuse's political aesthetics. Löwenthal's essays are judged to form a literary sociology and not an aesthetics as such. The dissertation concludes with the attempt to recuperate Adorno's concept of mimesis as the basis for a Marxist aesthetics.

Through their influence on Karl Marx and Sigmund Freud, Shakespeare’s plays had a formative influence on the development of Marxism and psychoanalysis and the methodology of Frankfurt School Critical Theory. Marx and Freud quoted from or alluded to Shakespeare’s plays hundreds of times in their writings. Many of these instances occur at significant points in the development of Marxism and psychoanalysis. Marx used lines from The Merchant of Venice and Timon of Athens to develop his economic theory and his theory of consciousness. Freud used his reading of Hamlet to develop his theory of the Oedipus complex. He also personally identified with Hamlet the literary hero. Freud used his reading of the casket scene in The Merchant of Venice to begin to develop his notion of the death-drive; he rehearses his thinking about the death-drive in his essay about the casket scene, seven years before he publically presents the death-drive theory. Two methods that developed out of the influence of Shakespeare on Marx and Freud—inversions and the re-inclusion of the other/a method of relating to alterity—became the methodology of Frankfurt School Critical Theory. The dialectic was the philosophical ground through which the influence travelled. In this manner, Shakespeare’s influence became the roots of the Frankfurt School’s dialectical aesthetic theory.

Esta pesquisa tem por objetivo investigar a construção do discurso moderno envolvendo as mudanças climáticas globais. Tal discurso, que podemos observar em diversos tipos de publicações, eventos e atitudes, apregoa em geral a noção de que as mudanças climáticas globais já são uma realidade auto-evidente, com efeitos devastadores mundo afora, com um aquecimento progressivo e provocadas pelo homem, por meio do lançamento indiscriminado de poluentes na atmosfera. Sendo assim, fazem-se apelos apaixonados pela preservação da saúde do planeta, pela redução da emissão de poluentes, pois do contrário sofreremos graves conseqüências em nossas vidas, por exemplo, na agricultura, no abastecimento de água, no conforto térmico e na disseminação de doenças. Entretanto, no interior da comunidade científica, ao contrário do que possa parecer à primeira vista, não existe um consenso quanto às causas, conseqüências e mesmo quanto à realidade do aquecimento global. Constrói-se, dessa forma, um discurso que toma hipóteses por certezas, doutrinador pelo medo e, principalmente, que não rompe com as bases da concepção de mundo que gerou a degradação ambiental. Idealiza a possibilidade de uma harmonia entre a sociedade e natureza mas, ao mesmo tempo, conserva o mesmo tipo de racionalidade com relação a medidas mitigadoras e mantém seu utilitarismo - devemos proteger o meio ambiente porque o homem necessita dos recursos naturais para sobreviver. Enfim, faz o \"jogo do inimigo\", pois o apelo às graves conseqüências do aquecimento global é de forte impacto e tem maiores chances de agregar partidários e surtir algum efeito prático de mitigação. Acreditamos que, embora tal atitude possa até funcionar, não é o melhor caminho para a construção de uma autêntica consciência ecológica por manter fundamentalmente inalterada a mentalidade criticada. Sugerimos, assim, a construção de um argumento ético, a saber, o do valor intrínseco da vida e necessidade de respeito por ela, ao invés de insistir numa argumentação utilitarista e amedrontadora. A proteção à natureza não necessita de falsas premissas climáticas para sustentá-la, pois sua necessidade é auto-evidente.
This research aims to investigate the construction of the modern discourse involving global climate change. Such discourse, which we can observe in different kinds of publications, events and attitudes, generally proclaims the notion that global warming is already a self-evident reality, with its devastating effects worldwide, with a progressive warming and man-induced, via the indiscriminate launching of pollutants in the atmosphere. This way, passionate appeals for the planet\'s health preservation and the reduction of pollutants emission are made, otherwise we will suffer serious consequences in our lives, for example in agriculture, water supply, thermal comfort and dissemination of diseases. However, in the scientific community, instead of what we may think at first sight, there is no consensus about causes, consequences and even the reality of global warming. It is constructed, this way, a kind of discourse which takes hypothesis for certainties, indoctrinates by fear and, above all, does not break with the basis of the worldview that engendered environmental degradation. It idealizes the possibility of harmony between society and nature but, at the same time, conserves the same kind of rationality regarding mitigation measurements and keeps its utilitarianism - we must protect the environment because man needs natural resources to survive. In a word, it \"plays the enemy\'s game\", since the appeal to the serious consequences of global warming is powerful and has greater possibilities of aggregating partisans and producing some practical mitigation effect. We believe that, although this kind of attitude may work, this is not the best way to construct an authentic ecological consciousness because it keeps basically unchanged the criticized mentality. We suggest, thus, the construction of an ethical argument, to wit, the one about intrinsic value of life and the need of respecting it, instead of insisting on a utilitarian and frightening argument. The protection of nature does not need false climatic premises to support it, as its necessity is self-evident.

My paper questions the degree to which the hip hop subculture is oppositional to mainstream American society and its ideals. Toward that end, I examine the structure of the hip hop industry and its subculture. While the hip hop subculture in America consistently has projected images of rebellion and resistance to many of the mores, constraints and values of dominant society, the actual structure and organization of the hip hop subculture have mirrored, supported and promoted the values of the dominant culture in the United States. I begin by examining the structure of the main elements of the hip hop subculture: deejaying, breakdancing, emceeing and graffiti art, and the practices within each to demonstrate that the hip hop subculture has a structure which supports capitalistic practices. The interactions between hip hop industry participants, their fans, and the marketplace are an embracing of the values of mainstream American society and capitalism. From its inception, the structure of the hip hop subculture and the actions of the artists within the structure essentially has made hip hop music capitalism set to a beat.
M.A.
Department of Sociology
Sciences
Applied Sociology

This research examines two possible influences of student achievement at the middle school level: school culture and parental involvement. The study investigates Kentucky Scholastic Audits of 90 middle schools from 2001 through 2005. The purpose of the study is to identify whether school culture and parental involvement affect student performance. The results of this study suggest that demographic variables account for most of the variance in the Academic Index. Controlling for demographics, parental involvement does not affect the school Academic Index, while school culture does add significantly to the variance explained.

No presente trabalho tentamos reconstruir os principais lineamentos da teoria estética e da teoria da sociedade de Theodor Adorno. Com tal propósito, partimos de uma revisão critica da interpretação canônica efetuada tanto por Jürgen Habermas como por Axel Honneth do potencial explicativo contido em obras clássicas da primeira geração da Escola de Frankfurt. O objetivo central deste confronto procura demonstrar que o conceito de cultura de Adorno y Horkheimer tem um potencial explicativo e critico que nem Habermas, nem Honneth souberam destacar. Para reexaminar esse potencial teórico subterrâneo resulta imprescindível referir-se as duas grandes obras da maturidade de Adorno, a Teoria estética e a Dialética negativa. Realizamos-nos esse trabalho procurando explicitar um conceito de cultura alternativo ao de Habermas e Honneth, para tentar logo extrair conclusões referidas à lógica interna das ciências sociais.
The object of this thesis is to reconstruct the basic lines of Adorno\'s aesthetic and social theory. We discuss Jürgen Habermas and Axel Honneths canonic interpretation about the theoretic potential of the classic works of the first generation of the Frankfurt School. The central aim of this confrontation is to demonstrate that the concept of culture developed by Adorno and Horkheimer has a theoretic potential that had not been perceived by Habermas and Honneth. In order to reevaluate this potential it is necessary to discuss the last Adornos works, which means, to discuss once again the Aesthetic Theory and the Negative Dialectics. We pretend to find, finally, a different concept of culture in order to use it in the critical reexamination of the internal logic of social sciences.

Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Germanic Languages and Literature." Discipline: Germanic Languages; Department/School: Germanic Languages.

La recerca examina l'obra literària i filosòfica de Stanislaw Lem en correspondència amb la perspectiva teòrica de l'Escola de Frankfurt, per a evidenciar les diferents afinitats entre la literatura de Ciència-ficció (CF) proposta per l'autor i els postulats de la Teoria Crítica. Convergències no sols d'ordre temàtic, atès que en les principals troballes de l'estudi s'argumenta que comparteixen l'establiment d'un objectiu comú, la configuració d'una metodologia pròpia, el desenvolupament d'un contingut, un estil i una praxi determinada. Propostes que, d'acord, estan situades en el convuls context sociopolític d'Europa Central i Oriental enmig de la postguerra, en plena expansió del totalitarisme, característiques que en conjugar-se les fa úniques enfront d'altres models de pensament. D'aquesta manera, la ficció de Lem, igual que la Teoria Crítica, són enteses com un gènere en si mateixes, de caràcter especulatiu, per la seva naturalesa intrínseca que escapa a simples etiquetes. En primer lloc, quant a l'objectiu, van buscar consolidar una posició de provocació i desobediència enfront dels patrons de pensament modern, marcats per la tendència empírica, analítica i positivista del pensament occidental. Amb això van fundar una mirada heterogènia, interdisciplinària, crítica, oberta a contradiccions, de refutacions permanents, dinàmica, amb elements diferenciadors que les van posicionar com un gènere propi, singular enfront d'altres apostes teòriques. Són abans de res una crítica de la societat capitalista avançada, als motlles ideològics totalizantes, el seu propòsit és emancipador i aspiren a l'autorealització de l'home. En l'aspecte metodològic, són altament especulatives, aquest caràcter constitueix un element essencial de la seva raó pràctica i, en conseqüència, de la seva metodologia. D'aquesta manera, la Teoria Crítica i la CF de Stanislaw, es constitueixen com un esforç interdisciplinari per fundar dos projectes complementaris, la primera aspira a desenvolupar una teoria social integral que pot enfrontar-se als problemes socials i polítics resultants del capitalisme i la segona es converteix en una aposta estètica per a pensar aquests mateixos conflictes d'ordre sociopolític en diferents escenaris ficcionales, així es fa possible repensar la pròpia realitat a partir d'una natural extrapolació. Amb això es busca manifestar l'emergència d'una nova perspectiva per a estudiar l'aposta estètica de l'escriptor, innovadora en el context dels estudis literaris actuals, que s'enuncia en l'estudi com una Lemología Crítica. Així, la tesi doctoral és una aproximació a la configuració d'una nova Lemología i aconsegueix establir els primers fonaments en el seu estatus teòric i pràctic. Es va determinar, amb base en les exhaustives troballes documentals, que les tipologies lemológicas predominants sobre l'anàlisi de la narrativa i el projecte filosòfic de Stanislaw, desenvolupades entre 1965 i 2017, a saber: Lemología descriptiva, Lemología analítica, Lemología comparativa-predictiva, Lemología aplicada, no aconsegueixen dimensionar la seva proposta sociopolítica, és més defugen el projecte genuí i el plantejament original de l'escriptor, en eludir un aspecte clau que unifica i enriqueix les diferents mirades. Aquest es fonamenta en l'interès de l'autor per una literatura de CF interdisciplinària, amb vocació emancipadora, que dialoga amb el marxisme crític occidental, disposició anàloga de l'Escola de Frankfurt. Per a arribar a aquesta conclusió, va ser necessari analitzar la perspectiva teòrica d'aquesta Escola, que pel seu caràcter global i heterogeni es va delimitar a una aproximació -donada la complexitat i extensió que requereix el seu estudi- en cinc enfocaments qualitatius claus: sociopolític, psicosocial, sociocultural, antropològic i comunicatiu. En definitiva, s'estableix una nova perspectiva teòric pràctica per a estudiar l'obra de Stanislaw, enunciada com una Lemología Crítica, que serà desenvolupada per nous investigadors interessats en la proposta de l'autor polonès.
La investigación examina la obra literaria y filosófica de Stanislaw Lem en correspondencia con la perspectiva teórica de la Escuela de Frankfurt, para evidenciar las distintas afinidades entre la literatura de Ciencia Ficción (CF) propuesta por el autor y los postulados de la Teoría Crítica. Convergencias no solo de orden temático, dado que en los principales hallazgos del estudio se argumenta que comparten el establecimiento de un objetivo común, la configuración de una metodología propia, el desarrollo de un contenido, un estilo y una praxis determinada. Propuestas que, en consonancia, están ubicadas en el convulso contexto sociopolítico de Europa Central y Oriental en medio de la posguerra, en pleno auge del totalitarismo, características que al conjugarse las hace únicas frente a otros modelos de pensamiento. De esta manera, la ficción de Lem, al igual que la Teoría Crítica, son entendidas como un género en sí mismas, de carácter especulativo, por su naturaleza intrínseca que escapa a simples etiquetas. En primer lugar, en cuanto al objetivo, buscaron consolidar una posición de provocación y desobediencia frente a los patrones de pensamiento moderno, marcados por la tendencia empírica, analítica y positivista del pensamiento occidental. Con ello fundaron una mirada heterogénea, interdisciplinar, crítica, abierta a contradicciones, de refutaciones permanentes, dinámica, con elementos diferenciadores que las posicionaron como un género propio, singular frente a otras apuestas teóricas. Son ante todo una crítica de la sociedad capitalista avanzada, a los moldes ideológicos totalizantes, su propósito es emancipador y aspiran a la autorrealización del hombre. En el aspecto metodológico, son altamente especulativas, este carácter constituye un elemento esencial de su razón práctica y, en consecuencia, de su metodología. De esta manera, la Teoría Crítica y la CF de Stanislaw, se constituyen como un esfuerzo interdisciplinar por fundar dos proyectos complementarios, la primera aspira a desarrollar una teoría social integral que puede enfrentarse a los problemas sociales y políticos resultantes del capitalismo y la segunda se convierte en una apuesta estética para pensar estos mismos conflictos de orden sociopolítico en distintos escenarios ficcionales, así se hace posible repensar la propia realidad a partir de una natural extrapolación. Con ello se busca manifestar la emergencia de una nueva perspectiva para estudiar la apuesta estética del escritor, innovadora en el contexto de los estudios literarios actuales, que se enuncia en el estudio como una Lemología Crítica. Así, la tesis doctoral es una aproximación a la configuración de una nueva Lemología y logra establecer los primeros cimientos en su estatus teórico y práctico. Se determinó, con base en los exhaustivos hallazgos documentales, que las tipologías lemológicas predominantes sobre el análisis de la narrativa y el proyecto filosófico de Stanislaw, desarrolladas entre 1965 y 2017, a saber: Lemología descriptiva, Lemología analítica, Lemología comparativa-predictiva, Lemología aplicada, no logran dimensionar su propuesta sociopolítica, es más soslayan el proyecto genuino y el planteamiento original del escritor, al eludir un aspecto clave que unifica y enriquece las diferentes miradas. Este se fundamenta en el interés del autor por una literatura de CF interdisciplinar, con vocación emancipadora, que dialoga con el marxismo crítico occidental, disposición análoga de la Escuela de Frankfurt. Para llegar a esta conclusión, fue necesario analizar la perspectiva teórica de esta Escuela, que por su carácter global y heterogéneo se delimitó a una aproximación -dada la complejidad y extensión que requiere su estudio- en cinco enfoques cualitativos claves: sociopolítico, psicosocial, sociocultural, antropológico y comunicativo. En definitiva, se establece una nueva perspectiva teórico práctica para estudiar la obra de Stanislaw, enunciada como una Lemología Crítica, que será desarrollada por nuevos investigadores interesados en la propuesta del autor polaco.
The research examines the literary and philosophical work of Stanislaw Lem in correspondence with the theoretical perspective of the Frankfurt School, in order to evidence the different affinities between the Science Fiction (SF) literature proposed by the author and the postulates of Critical Theory. Convergences not only of thematic order, since in the main findings of the study it is argued that they share the establishment of a common objective, the configuration of their own methodology, the development of a content, a style and a certain praxis. Proposals that, accordingly, are located in the convulsive sociopolitical context of Central and Eastern Europe in the midst of the postwar period, at the height of totalitarianism, characteristics that, when combined, make them unique in comparison with other models of thought. In this way, Lem's fiction, as well as Critical Theory, are understood as a genre in themselves, of a speculative nature, due to their intrinsic nature that escapes simple labels. In the first place, in terms of objective, they sought to consolidate a position of provocation and disobedience against the patterns of modern thought, marked by the empirical, analytical and positivist tendency of Western thought. With this, they founded a heterogeneous, interdisciplinary, critical, open to contradictions, of permanent refutations, dynamic, with differentiating elements that positioned them as a genre of their own, singular against other theoretical bets. They are above all a critique of advanced capitalist society, of totalizing ideological molds, their purpose is emancipatory and they aspire to the self-realization of man. In the methodological aspect, they are highly speculative, this character constitutes an essential element of their practical reason and, consequently, of their methodology. In this way, Critical Theory and Stanislaw's CF, are constituted as an interdisciplinary effort to found two complementary projects, the first aspires to develop an integral social theory that can face the social and political problems resulting from capitalism and the second becomes an aesthetic bet to think these same conflicts of socio-political order in different fictional scenarios, thus making it possible to rethink reality itself from a natural extrapolation. With this, we seek to manifest the emergence of a new perspective to study the writer's aesthetic wager, innovative in the context of current literary studies, which is enunciated in the study as a Critical Lemology. Thus, the doctoral thesis is an approach to the configuration of a new Lemology and manages to establish the first foundations in its theoretical and practical status. It was determined, based on the exhaustive documentary findings, that the predominant Lemological typologies on the analysis of Stanislaw's narrative and philosophical project, developed between 1965 and 2017, namely: Descriptive Lemology, Analytical Lemology, Comparative-Predictive Lemology, Applied Lemology, fail to dimension his socio-political proposal, moreover they elude the genuine project and the original approach of the writer, by eluding a key aspect that unifies and enriches the different looks. This is based on the author's interest in an interdisciplinary CF literature, with an emancipatory vocation, in dialogue with Western critical Marxism, an analogous disposition of the Frankfurt School. To reach this conclusion, it was necessary to analyze the theoretical perspective of this School, which due to its global and heterogeneous character was delimited to an approach -given the complexity and extension that its study requires- in five key qualitative approaches: sociopolitical, psychosocial, sociocultural, anthropological and communicative. In short, a new theoretical and practical perspective is established to study Stanislaw's work, enunciated as a Critical Lemology, which will be developed by new researchers interested in the Polish author's proposal.
Universitat Autònoma de Barcelona. Programa de Doctorat en Teoria de la Literatura i Literatura Comparada

Based on 43 semi-structured interviews with children in grades 6th through 8th, this study examines how heteronormativity, or normative heterosexuality, shapes and reinforces gender stratification among preadolescents. The sample consists of 29 white and 17 non-white children. The author draws from self-evaluation theory, closure theory, and theory on heteronormativity in demonstrating that heteronorms and the use of the gay stigma operate to regulate gender performances and identities. Findings suggest specifically that a) while norms of femininity have altered in response to the feminist movement, norms of masculinity have not; b) male gender nonconformists are harassed through the use of the gay stigma, putting significant pressure on boys to maintain a hegemonic masculine/heterosexual identity; c) openly gay students are not always harassed to the extent suggested by the level of homophobia revealed in interviews with middle school students; d) boys use the gay stigma against other boys in their struggle for dominance over others; and e) white girls are less homophobic than other groups. The strict regulation of self and others reproduces heterosexism and patriarchy in ways profoundly important for understanding the persistence of inequality.

Using a sample of 204 high school teachers from nine different counties in Kentucky, this study examined the predictors of both teachers1 fear and perceived risk of victimization at school in an attempt to learn more about this adult population. The predictors that were analyzed on both fear and perceived risk of victimization are as follows: age, sex, school location (metropolitan/nonmetropolitan), victimization experience, indirect victimization experience, and perceived seriousness of school violence. Results indicate that, sex, school location, victimization experience, and perceived seriousness of school violence were all significant predictors of both teachers' fear and perceived risk of victimization. Females and those who had been previously victimized were more fearful and perceived a greater risk of victimization than did males and those teachers without previous victimizations. Results also indicated that nonmetropolitan teachers were both more fearful and perceived a greater risk of victimization than did metropolitan teachers. Neither indirect victimization experience nor age, cited by many studies as predictors of fear in adults, were found to predict either teachers' fear or perceived risk of victimization.

The need for public school construction and the cost of funding that construction has been the source of considerable concern and debate as far back as the late nineteenth century and has carried forward through the first decade of the twenty-first century. Although it is estimated that the United States has spent almost $750 billion on school construction since 1900, studies have also pointed out that only six percent of the schools were built since 1980. Numerous studies since 1990 to the current day have placed estimates as high as $322 billion needed to meet current needs for renovation, repair, and new construction.

The need and cost for funding public school construction is also within the context of how these costs are funded in the United States. Most school construction, with some exceptions, is heavily dependent upon local government, in other words the local taxpayer as the source of funds for the needed construction. This study focused on the needs of Winchester, Virginia, a small city located in the Northern end of the Shenandoah Valley. Winchester Public Schools and the local government were faced with $50 million in local school construction needs for its only high school, a historic building of iconic stature. The prevailing thought among many was that this figure was too high, or exceeded the fiscal capacity of local government. When the estimated cost began to rise, local decision makers were faced with the dilemma of what to do. The conclusion was to take the unheard of step of conducting a capital campaign to raise funds in order to assist in the renovation and restoration John Handley High School.

The methodology used was to conduct semi-structured interviews of persons, purposefully chosen, who were involved in the decision-making or in some way were involved in the capital campaign environment. The intent was to explore attitudes and beliefs about the school and the fundraising effort. The results reveal a fascinating story about the school’s original benefactor and the forces of social capital and attachment to the school that occurred over its history. These forces ignited the effort to raise private funds to renovate and the restore the school that resulted in the donations of funds in excess of six million dollars and has yet to come to a conclusion. The study reveals not only the beliefs and attitudes of the individuals involved, but also the attachment that an entire community has for its beloved school and the community spirit it symbolically represents.

The school-to-prison pipeline is a phenomenon that is occurring in public schools across the country. This study investigates if the presence of a School Resource Officers (SRO) has an effect on the rate of expulsions experienced in schools. My data is from a secondary data set from the 2009-2010 School Survey on Crime and Safety. I use the presence of an SRO or security personnel, percentage of white student enrollment, school urbanicity, and percentage of students that score below the 15th percentile on standardized tests as independent variables. My dependent variable is expulsion rates for disobedient behavior. I create one model using OLS regression to run the dependent variable against all of the independent variables. The results yielded that the presence of security personnel or an SRO has increased the rate of expulsions due to disciplinary infractions. I also found that race decreased the expulsion rate; this means that as the percentage of white students goes up, the expulsion rate goes down. These findings suggests that the disproportionate amount of African Americans in this country’s prison system could be starting in our school systems.

This research analyzes the decision process of high school seniors in their postgraduation plans. Most of the participants are college bound, so students were compared and analyzed according to their preparedness for college as measured by the ACT. It seems that students go to college whether or not they are actually prepared for the experience. They seem to be more influenced by a societal push towards attending college than by anything else.

The central argument of this thesis is that, contrary to what is generally believed, Critical Theory (CT) – as understood by the Frankfurt School (FS) – does exist and is developed in Spain influenced by and parallel to the Frankfurt School’s own research during the second half of the twentieth century. Hence, the aim of this research is to provide evidence of the existence in Spain of thought developed in line with Frankfurtian CT. To this end, we shall explore the thought developed by three leading Spanish thinkers: José Luis López Aranguren, María Zambrano Alarcón, and Jesús Aguirre y Ortiz de Zárate. This will be done from the perspective of two pivotal currents of thought arising from Germany: neo- Marxism and Heideggerian thought. By doing so, not only will this research draw attention to the much overlooked issue of CT in Spain, but it will also help to re-contextualize Spanish thought of the second half of the twentieth century in the broader sociological and philosophical discussions which were taking place in post-war Europe and the United States. To this end, the thesis has been structured in two parts. The aim of the first part is to provide an introduction as well as a methodological and historical contextualization which will establish the framework for the rest of the thesis. In the second part, I will carry out an interdisciplinary comparative study analysing which aspects of the thought of these Spanish thinkers converge with the thought of the FS, and which differ from them. Attention will also be paid to the socio-political atmosphere they are immersed in, so as to find out how it contributes to shape their thought.

The purpose of this study was to determine if there was a difference of opinions of teachers and parents of students who attend year-round calendar schools from those of teachers and parents of students who attend traditional calendar schools. A random sampling was taken from teachers and parents from schools in both Blount and Sevier Counties. The surveys were given to teachers who worked in a traditional school setting, teachers who worked in the year-round school setting, parents who had children attending a traditional school, and parents who had children attending a year-round school. A 3-point scale was used on the survey to measure each question. The findings from this study conclude that teachers and parents of students who attend year-round calendar schools tend to have more favorable opinions about their school setting as opposed to teachers and parents of students who attend traditional calendar schools. Parents' and teachers' perceptions were analyzed regarding academic performance, and opinions on school calendars.

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Este trabalho situa-se na confluência entre conhecimento, educação escolar, ensino de Sociologia e interculturalidade, um diálogo pouco explorado pela pesquisa educacional brasileira. Tendo como referenciais os estudos interculturais de Boaventura de Sousa Santos, Vera Maria Candau e Antônio Flávio Moreira, busca-se discutir como os professores de Sociologia lotados na escola básica compreendem as possibilidades de debates entre o saber sociológico escolar e a educação intercultural. Neste empreendimento, dois objetivos são visados: (1) identificar as representações de professores de Sociologia de escolas públicas de Niterói sobre as relações entre o conhecimento sociológico escolar vigente na escola básica brasileira e a proposta da educação intercultural e a (2) problematizar possibilidades de construção de currículos escolares sociológicos interculturalmente orientados no contexto de escolas da rede pública. Para tanto, foram desenvolvidas entrevistas individuais semiestruturadas com onze sujeitos licenciados em Ciências Sociais e atuantes no magistério estadual de Sociologia há pelo menos dois anos. Foram também analisados documentos curriculares oficiais voltados ao ensino médio e à disciplina de Sociologia. Mediante a articulação entre os dados obtidos através desses procedimentos e os referenciais teórico-conceituais enunciados, foi possível obter significativos achados. A despeito de diversas proposições favoráveis à educação intercultural nos documentos curriculares analisados, esta ainda é escassamente promovida na seleção de conteúdos e no desenvolvimento de práticas pedagógicas no ensino básico de Sociologia, conforme relatam os sujeitos da pesquisa. Nesse cenário, a construção intercultural do conhecimento sociológico escolar é uma meta a se cumprir, repleta de desafios a serem enfrentados pelo sistema escolar e os educadores.
This work approaches an unusual discussion in the Brazilian educational research, involving knowledge, school education, Sociology teaching, and interculturalism. Specifically, the work focuses the public high-school Sociology teachers opinions about the dialogues between the Sociology knowledge and the project of the intercultural education, considering the conceptions from Boaventura de Sousa Santos, Vera Maria Candau, and Antônio Flávio Moreira. There are two research goals: (1) to identify the high-school Sociology-teachers representations about the Sociology knowledge which is normally taught at the Brazilian Schools and its relationships with the intercultural education; (2) to propose some possibilities of creating Sociology public high-schools curricula under the intercultural concepts. Semi-structured interviews with eleven Social Sciences licensed-teachers who have been working at public high-schools in Niterói City (State of Rio de Janeiro) for at least two years were made. In addition, the official curricula documents concerning Sociology teaching and high-school education were analyzed. Linking the achieved data with the theoretical references, some important results were found. Although the analyzed documents point many propositions around the intercultural constitution of the Sociology teaching, content choices and the pedagogical practices are not usually affected by the intercultural education. At this scenery, building a high-school Sociology teaching under intercultural ideas remains as a non-reached goal, which is plenty of challenges to be faced by the educators.

Sociology
Ph.D.
School quality and school choice are two hotly debated issues within current academic research, and the two topics are not wholly disconnected from one another. School quality literature includes debates over the most accurate definition, or definitions, of what constitutes school quality. Research addressing school choice often includes references to issues of school quality, albeit with different conclusions about the level of importance school quality plays in actual school choice decisions. In order to understand families' decisions about schools, one must recognize not only the ways in which perceptions of quality influence choices, but also that school quality and school choice are, at the same time, conceptually distinct topics. Therefore, the primary question guiding my research asks, is there a relationship between families perceptions of quality education and the school choices they ultimately make. More specifically, my research first explores how families determine what constitutes a quality school, and second, how that informs the schools they select for their children. I examine six distinct types of school choice options families may choose for their children: private, neighborhood public, magnet, charter, non-neighborhood public, or homeschooling. I investigate whether or not family assessments of quality vary along racial or socioeconomic lines and whether such variation explains some differences in families school choices by these sociodemographic characteristics. I explore families behavior during their search for their children school to determine if any racial or socioeconomic variation exists in how different families conduct this search. I also examine factors that may prevent some families from actualizing their ideals of school quality in their choices. In other words, are there obstacles to particular school choices for families from diverse social backgrounds? Data in this study comes from the Pennsylvania and Metropolitan Area Survey, collected with the Philadelphia Indicators project and Temple University Institute of Public Affairs. This survey includes households within five Pennsylvania counties; Bucks, Chester, Delaware, Montgomery, and Philadelphia counties as well as four counties in New Jersey: Burlington, Camden, Gloucester, and Salem counties. This sample includes only households including at least one school aged child (enrolled in grades kindergarten through twelfth grade) proving a sample size of N = 589 households. My findings demonstrate that significant variation by race and class exist in families perceptions of school quality, in specific school characteristics they report represent the most important indicator of school quality, in the number of school choice options families consider during the process of school choice decision making, in specific factors families report as most important for school choice decisions, and finally in the actual school choices families from diverse socioeconomic backgrounds make for their children education. Research about how families choose schools and how this decision making process differs by race and socioeconomic status can serve to inform discussions about increasing the amount of public choice schools such as magnets, charters, non-neighborhood public school transfer programs. This research has the potential to assist policy-makers in determining whether expanding such choice options may result in either an increase or a decrease in the ability of racial minorities and those with fewer financial means to attend quality schools. This research may also help determine whether current levels of school segregation along racial and class lines will improve or worsen as families ability to choose schools for their children expands. In Chapter 5 of my study, the unit of analysis for my sample size changes from families (N = 589) to the total number of school choices those 589 families made for their children, resulting in a sample size of N = 655 choices used only in Chapter 5.
Temple University--Theses

This thesis explores the relationship between out of school suspensions and court-involvement for youth in Mecklenburg County. Critical Race Theory (CRT) and the concept of implicit bias serve to inform this examination, interpretation, and analysis of the school to prison pipeline. The research study includes the Charlotte Mecklenburg Schools’ suspension records from 2006-2013 for 21,690 youth and Mecklenburg County Sheriff’s Office data from those same years and same youth plus for 7,349/21,690 youth, their delinquency records. This sample was thus, divided into two groups: Non-Court-Involved (14,341) and Court Involved (n=7,349). Descriptive statistics indicate that African-American students are 3-8 times more likely to be disciplined by the use of out of school suspensions than their fellow White students. The results show that African-Americans miss 11 days more of school because of OSS than their White counterpart. In addition, the results indicate that approximately every 25 days of out of school suspensions accumulates to 1 arrest. The African-Americans in the Court-Involved group average 22 days of suspension. One specific contribution of this study is the unique collaboration and data sharing between the schools and sheriff’s office to examine and address this issue. The study results are consistent with similar research about school discipline and juvenile justice. Moreover, these findings can be used to increase awareness of the racial and ethnic disparities in educational disciplinary practices and policies in the Charlotte Mecklenburg School System and potentially, beyond.

Thesis: Ph. D., Massachusetts Institute of Technology, Sloan School of Management, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 106-117).
My dissertation examines the social and organizational processes that influence the diagnosis of autism spectrum disorder (ASD). The diagnosis of ASD, as a research setting, presents a number of empirical puzzles which I investigate using organizational, economic and medical sociology and which generate theoretical insights with broad applicability to the management of organizations. Two sets of analyses are included. The first analysis is motivated by sharp differences in diagnostic rates across three specialized ASD clinics at Allied Health (pseudonym), a large health maintenance organization in the United States. I show that this difference is stable over time and cannot be explained by patient and pediatrician characteristics. Leveraging observation and interview data at each of the clinics, I characterize different approaches to diagnosis at each clinic, which originated in the training conditions of the initial clinic directors. These findings support developments to theory that explain how field-level changes typically expected to lead to adaptation and isomorphism can be moderated unintentionally by prior locally-institutionalized practices and result in stable practice variation. The second analysis examines the role of patients in medical diagnosis. Patients are increasingly taking an active role in medical decision making and exerting subtle influence on the decisions of their health care providers. While a greater balance of power and knowledge between patient and provider can be beneficial in many ways, there is a risk that the shifting balance may fail to leverage the subject-matter expertise of medical professionals. With the goal of better characterizing the influence of patients, I draw on data from two systems of care - Kaiser Permanente Northern California and the California Department of Developmental Service - to examine the role of patients in the diagnosis of ASD. Findings are consistent with prior research in identifying patient influence, but illustrate several new boundary conditions: (a) assertive and influential patients may represent only a fraction of the total population and (b) the magnitude of a patient's impact varies by the knowledge and role of the health care provider, and by institutional arrangements that create particular incentives.
by Phech C. Colatat.
Ph. D.

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.
Title from dissertation home page (viewed Sept. 26, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0506. Adviser: Jack A. Cummings.

According to the National Association of School Resource Officers (2009), every state in the nation employs school resource officers. The trend, which began in 1991, was initially funded by federal monies. Since that time, school resource officers have remained in schools, gaining popularity as a proactive strategy in fighting against school violence. The purpose of the study was to examine students' and teachers' perceptions regarding school resource officers' performance related to the 3 dimensions of their responsibilities: maintaining a safe environment, enforcing the law, and teaching. Data were gathered from 104 teachers and 272 students from a middle school and a high school, totaling 376 participants. An analysis of data was based on 6 research questions and information gathered from participant surveys. A t test for independent samples was then conducted to evaluate the mean differences for the 3 dimensions measured in the survey. The following grouping variables were used in the comparisons for each dimension: students and teachers, male and female students, male and female teachers, teachers with varied years of experience, middle and high school students, and middle and high school teachers. A significance difference was found between middle school students and high school students regarding each dimension, suggesting that middle school students observed school resource officers actively performing each role to a higher degree than did high school students. There was also a significant difference between teachers and students regarding the role of maintaining a safe environment and enforcing the law, suggesting that teachers observed school resource officers more active in these roles than in the role of counseling. A significant difference was also found between high school teachers and middle school teachers regarding the role of enforcing the law. High school teachers observed enforcement of law more than middle school teachers. This study suggests that school resource officers' roles need to be clearly defined for teachers and students. Students need to know they can report crime, have knowledge that they are being monitored, and know they have resources available other than administrators and teachers.

The central argument of this thesis is that, contrary to what is generally believed, Critical Theory (CT) – as understood by the Frankfurt School (FS) – did exist and was developed in Spain influenced by and parallel to the FS’s own research during the second half of the twentieth century. Thus, the aim of this research is to provide evidence of and explore the CT developed by three leading Spanish thinkers: José Luis López Aranguren, Jesús Aguirre, and María Zambrano. This will be done from the perspective of two pivotal currents of thought emerging from Germany: neo-Marxism and Heideggerian thought. To this end, I will carry out an interdisciplinary comparative study analysing what aspects of the thought of these Spanish thinkers converge with the thought of the FS, and which differ from them. Attention will also be paid to the socio-political atmosphere they were immersed in, so as to find out how it may have contributed to shape their thought. This research is firmly rooted in the context and methodology of the history of ideas. Consequently, biography and intentionality play key role in the reconstruction and analysis of these three authors’s thought. As a result of this methodological choice, the thesis has been divided into two parts which are quite distinct in focus and style. The first part, more theoretical and historical in nature, comprises two chapters. Chapter One provides a brief introduction to the main argument of the thesis as well as to the authors that it focuses on. It also introduces the reader to what CT is and in the context of the FS. In addition, this chapter provides some background into the history of ideas and discusses in depth the methodology adopted throughout the thesis as well as the theory which supports it. Chapter Two constitutes a short introduction to twentieth-century Spain. It provides some initial background on Aranguren, Zambrano, and Aguirre and their political positions. It also provides a contextualization of the socio-historical period that they lived in. The second part of the thesis comprises a total of four chapters: a chapter for each individual author and the conclusion. This second part is more critical and focuses more closely on each one of the three authors which are the object of this thesis, so that their work and development can be studied acknowledging the singularity of their approach. It is for this reason that, the conclusion will underline the cohesiveness of their work and their achievements in relation to each other, as well as highlighting the key concepts explored throughout the thesis. Chapter Three explores Aranguren’s relationship to neo-Marxism and, more specifically, to Marcuse. Moreover, the fact that Aranguren explicitly takes up and develops some of the key topics first identified by the FS, which are central to the critique of instrumental reason, is brought to light, specifically, Aranguren’s criticism of consumerism and his denunciation of the manipulation citizens are subjected to from the mass media and the State. The implications of this critique and Aranguren’s defence of the role of faith and of democratic values are discussed at length. Chapter Four discusses the political nature of Zambrano’s thought. Because of the idiosyncrasies of her expression, the highly symbolic nature of her language, as well as its abstraction and dispersion, the analysis of her work requires a process of reconstruction. This is carried out in the light of Heideggerian thought, which proves to be an influential factor in her development. Finally, the value of poetic reason as a practical alternative to instrumental reason is considered, so that the significance and implications of poetic reason and of her political project can be re-evaluated. Chapter Five focuses on Aguirre, who, despite being a very well-known public figure, has not been the object of any previous scholarly work. This chapter evaluates the role and influence of the different positions that this charismatic intellectual held throughout his life, paying particular attention to his role as the introducer of the FS in Spain. Even more importantly, this chapter specifically aims to clarify his controversial relationship to CT. The sixth and final chapter focuses on pivotal aspects of CT, as argued throughout the these two volumes (the role of biography, fragmentation, exile, art, the subject, psychoanalysis, and spirituality) and it argues that all these elements are present in some form in the work of these three authors. Thus, it examines, by way of conclusion, the aspects of the approaches adopted by Aranguren, Zambrano, and Aguirre which account for their work to be considered CT. Furthermore, I argue that by introducing the elements of spirituality, faith, and the role of choice, transcendentality becomes a key aspect of their alternative to instrumental reason. As a result, not only do they establish the singularity of their approach, but they also by-pass the limitations associated with the FS.

The central issue addressed in this study is that of control over the pre-school field, which is seen as an "arena" between family and state within which competing claims are resolved. An analysis of documents and literature relating to the emergence of a separately defined pre-school period, demonstrates that in Britain pre-school policy has developed in four clearly defined phases. Each shift of the boundary between family and state has been influenced by changes in theories and commonly-held views of the young child in the family. A "biologistic" phase gave way to a period which was influenced by psychoanalytic theory, which in turn was superseded by a developmental phase. In recent years a "new maternalism" has emerged which has influenced policy, stressing co-ordination and co-operation. These two key policies are then examined in a detailed study of the network of 215 workers, in Battersea, involving interviews, questionnaires, observations and the analysis of policy documents. The network acts to co-ordinate services only at a formal level in terms of links between professional pre-school workers. Links with more informal, community-based provision are limited. An analysis of attitudes and practices in relation to co-operation gives support to these observations. Attitudes, in particular "voluntarism" and "professionalism" relate to location within the network. In the light of the nature of the network observed, it is useful to analyse the range of provision in Battersea in terms of a typology, ranging from "closed" forms of provision to more "open" ones. Movements from the former to the latter have been supported by the "new maternalism" but because of the failure to address the issue of control, these moves are seen as an attempt more effectively to police the pre-school.

Intra-district open enrollment policies are increasingly implemented as a means of expanding children’s educational opportunities and promoting greater racial integration in urban schools. However, racial segregation continues to endure in many choice-oriented urban school districts, to the extent that schools are often more segregated than their surrounding communities. I investigate the interplay between family, school, and neighborhood racial characteristics as they relate to pre-k and kindergarten school choice patterns in Boston, Massachusetts. Findings suggest school choice is a function of a variety of factors, with a school’s racial composition remaining salient even after accounting for academic achievement, discipline records, and distance from home. Furthermore, racial background moderates school choices such that White and Asian families displayed similar behavior, as they tended to choose schools with higher proportions of White and Asian students and lower proportions of Black students and students receiving free and reduced-price lunch subsidies. Neighborhood racial composition was not found to be a significant factor in families’ choices, but the average racial profile of the neighborhood schools did shape White and Asian families’ decisions to stay local or not. Finally, I found that families from neighborhoods with higher levels of ethnic heterogeneity and lower levels of socioeconomic advantage were more willing to travel longer distances for schools. The results underscore the importance of acknowledging the persistent salience of race in school choice processes, even when also accounting for various aspects of schools’ academic achievement, discipline, and location.
Culture, Communities, and Education

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Outro
The use of drugs is a usual practice in civilization in this refers to complex modes of historical and cultural signification. In a fragmented and administered society this practice is converted into exploitation of consumption, which serves the domination and reproduction of malaise. Therefore, the objective of this study is to reflect on the harmful consumption of psychoactive substances that comes from the subjective malaise, when of the conditions of the contemporary society. For that, a theoretical research, presented her in four chapters, was supported by theoretical-methodological framework of the Critical Theory of Society, especially from the texts of Adorno, Horkheimer and Marcuse. Freud and Marx were also to revien, because their foundations give subsidies for the proposed discussion. Essays and texts of contemporary authors that dialogue with the references above were used. Among the notes is the historical movement of constitution and consolidation of capitalist society governed by the ideology of the rationality of the managed society that determines the mode of domination prevailing in culture and the behaviour of organizing human relation. In this logic the unfolding of domination from culture produces a condition of existence whose mark is suffering. Added to this process is the incentive to consumerism and the transformation of drugs into commodities, making consumption conditioned to the interests of capitalism, making consumption harmful to the production of that society. The discussion on the subject is not exhaustive in this study. For Frankfurtians, a prompt response on what to do in relation to any social problem may sabotage the clarification necessary for the transformation. The possibilities occurred changes in the field of reflection critical theory, therefore, in enlightenment. These points are necessary for an action directed to the understanding of the multiple determinations and contradictions of the process. Therefore, it is the denial of what is placed in the social / cultural structure.
O uso de drogas é uma prática milenar na civilização, e o consumo nocivo de substâncias psicoativas remete a complexos modos de significação históricas e culturais. Em uma sociedade fragmentada e administrada, essa prática é convertida em exploração do consumo, que está a serviço da dominação e da reprodução do mal-estar. Por conseguinte, o objetivo deste estudo é refletir sobre o consumo nocivo de substâncias psicoativas que advém do mal-estar quando dascondições de dominação da sociedade contemporânea. Para tanto, realizou-se uma pesquisa teórica conceitual, aqui apresentada em quatro capítulos, subsidiada pelo referencial teórico-metodológico da Teoria Crítica da Sociedade, sobretudo a partir dos textos de Adorno, Horkheimer e Marcuse. Recorreu-se também a Freud e Marx, pois seus fundamentos dão subsídios para a discussão proposta. Ensaios e textos de autores contemporâneos que dialogam com as referências acima também foram utilizados. Entre os apontamentos, contempla-se o movimento histórico de constituição e consolidação da sociedade capitalista regida pela ideologia da racionalidade da sociedade administrada que determina o modo de dominação vigente na cultura e o modo de organizar as relações humanas. Nessa lógica, os desdobramentos da dominação advinda da cultura produzem uma condição de existência cuja marca é o sofrimento. Somado a esse processo, tem-se o incentivo ao consumismo e a transformação das drogas em mercadoria, tornando o consumo condicionado aos interesses do capitalismo e fazendo do consumo nocivo uma produção dessa sociedade. A discussão sobre o tema não se esgota neste estudo. Para os frankfurtianos, uma resposta pronta sobre o que fazer em relação a qualquer problema social pode impossibilitar o esclarecimento necessário para a transformação. As possibilidades de mudança estão no campo da reflexão, na crítica, portanto, no esclarecimento. Estes pontos são necessários para uma atuação direcionada à compreensão das múltiplas determinações e das contradições do processo. Portanto, é a negação do que está posto na estrutura social/cultural.