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Guo, Haichao. "Networked Symbolic Violence on Micro-blogs in China." Thesis, Uppsala universitet, Medier och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-182596.
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This thesis seeks to understand the phenomenon of networked symbolic violence in the Chinese micro-blog sphere. The main research questions are: (1) what are the main features of networked symbolic violence on the Chinese micro-blog Weibo, and (2) what are the main aspects of networked symbolic violence? In this study, the theory of structural violence, symbolic violence and the law of the mental unity of crowds will be used as the theoretical framework. Through a literature review and two case studies using content analysis, the findings of this study reveal that networked symbolic violence has four different stages: the beginning phase, the rising phase, the explosive phase and the dying down phase. And there are four main types of networked symbolic violence on Chinese micro-blog, they are aggressive language, aggressive symbols which contain metaphorical expressions of insult to attack others online, malicious rumors, and revealing others’ privacy. Furthermore, the networked symbolic violence on micro-blogs has four phases: a beginning phase, a rising phase, an explosive phase, and a dying-down phase. In the discussion part, the phenomenon of the crowd in the micro-blog era is discussed. Some tentative measures are also provided to prevent and stop networked symbolic violence on Chinese micro-blogs. Finally, the author indicates that it is necessary to conduct further researches on the cause of networked symbolic violence in Chinese society.
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Gaunce, Julia. "Liquid wrench, rage, resistance, and self-inflicted symbolic violence." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ49566.pdf.
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Hegarty, Paul. "Baudrillard and symbolic violence : simulation and (the) exchange with George Bataille." Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363602.
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Kidd, Amanda. "'Beauty girls' : gendered subjectivity, agency and symbolic violence in further education." Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685156.
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This thesis is about the cultures, pedagogies and practices of beauty therapy courses, about the young women who undertake those courses, and the complex matrix of social, cultural and dispositional factors which shape their subjectivities and trajectories. Firstly, it investigates the factors influencing students' decisions to enrol on their courses. Secondly, it investigates how the gendered and classed dispositions they bring to their courses are reinforced, modified or changed by their experiences as beauty therapy students. Lastly, it explores the ways in which these processes might be embedded in different forms of violence connected to beauty practices, interpersonal relationships and education, and to the forms of social and economic injustice that adhere in these. The research was based on an ethnographic case study of NVQ beauty therapy courses in two English further education colleges. This thesis explores the methodological, epistemological, ethical and political issues involved in the research process, from design and data collection to analysis and interpretation. The study is situated in radical materialist feminism but also draws particularly on Bourdieu's theory of practice to situate the subjectivities and trajectories of participants and their engagement with beauty practices in the dynamics of agency and structure. Bourdieu's notion of symbolic violence, and its interrelationships with structural and direct forms of violence, provides a conceptual thread through this thesis linking the themes of vocational education and beauty practices. In focusing on the under-researched area of beauty therapy training, the thesis contributes to our knowledge about the gendered and classed nature of vocational education. In situating young women's engagement with beauty practices in the context of symbolic and other forms of violence, it also aims to contribute to our understanding of how these practices are implicated in violence against women.
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Diego, Rivera Hernandez Raul. ""Symbolic and Global Violence in Contemporary Mexican and Spanish Crime Fiction"." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338381722.
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Ng, Angie. "Symbolic violence, the sale of sex and sex trafficking in Hong Kong." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11504/.
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Hong Kong is a highly developed, neoliberal and post-British-colonial region. It has a history of being a trafficking hub for both opium and humans, which includes the enslavement of girls and women for sexual exploitation. The aim of this thesis is to use a Feminist, Bourdieusian framework to explore the local environment, the experiences of women selling sex, and the relationship between the two, in order to explain the persistence of control of women by third parties in the sale of sex in Hong Kong. The research can be described as pragmatic, utilising a predominantly qualitative, mixed-methods approach to answer the research questions, within the aforementioned framework. This approach includes the life ‘herstories’ of eight women who are legal residents of Hong Kong and involved in the sale of sex, in order to allow for deeper exploration of their feelings and experiences; expert interviews with five community workers from different NGOs to share their knowledge from the ground; participant observation from volunteering with a civil society group and living in Hong Kong to explore the local environment; qualitative content analysis of six Hong Kong newspapers; and a survey with 189 respondents on social attitudes. Findings suggest that control persists, and it does so because the political and business elite are maximising their interests, via inaction, in terms of structural challenges and symbolic violence against women. This suggests that symbolic struggle and collective action are needed to change social attitudes and press the government of the Hong Kong SAR for social and political change.
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Wotherspoon, Iain David. "Original sin : divine and symbolic violence in the turn to the Apostle Paul." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7331/.
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When we take a step back from the imposing figure of physical violence, it becomes possible to examine other structurally violent forces that constantly shape our cultural and political landscapes. One of the driving interests in the “turn to Paul” in recent continental philosophy stems from wrestling with questions about the real nature of contemporary violence. Paul is positioned as a thinker whose messianic experience began to cut through the violent masquerade of the existing order. The crucifixion and resurrection of the Messiah (a slave and a God co-existing in one body) exposed the empty grounding upon which power resided. The Christ-event signifies a moment of violent interruption in the existing order which Paul enjoins the Gentiles to participate in through a dedication of love for the neighbour. This divine violence aims to reveal and subvert the “powers,” epitomised in the Roman Empire, in order to fulfil the labour of the Messianic now-time which had arrived. The impetus behind this research comes from a typically enigmatic and provocative section of text by the Slovene philosopher, cultural critic, and Christian atheist Slavoj Žižek. He claims that 'the notion of love should be given here all its Paulinian weight: the domain of pure violence… is the domain of love' (2008a, 173). In this move he links Paul’s idea of love to that of Walter Benjamin’s divine violence; the sublime and the cataclysmic come together in this seemingly perverse notion. At stake here is the way in which uncovering violent forces in the “zero-level” of our narrative worldviews aids the diagnosis of contemporary political and ethical issues. It is not enough to imagine Paul’s encounter with the Christ-event as non-violent. This Jewish apocalyptic movement was engaged in a violent struggle within an existing order that God’s wrath will soon dismantle. Paul’s weak violence, inspired by his fidelity to the Christ-event, places all responsibility over creation in the role of the individual within the collective body. The centre piece of this re-imagined construction of the Pauline narrative comes in Romans 13: the violent dedication to love understood in the radical nature of the now-time. 3 This research examines the role that narratives play in the creation and diagnosis of these violent forces. In order to construct a new genealogy of violence in Christianity it is crucial to understand the role of the slave of Christ (the revolutionary messianic subject). This turn in the Symbolic is examined through creating a literary structure in which we can approach a radical Nietzschean shift in Pauline thought. The claim here, a claim which is also central to Paul’s letters, is that when the symbolic violence which manipulates our worldviews is undone by a divine violence, if even for a moment, new possibilities are created in the opening for a transvaluation of values. Through this we uncover the nature of original sin: the consequences of the interconnected reality of our actions. The role of literature is vital in the construction of this narrative; starting with Cormac McCarthy’s No Country for Old Men, and continuing through works such as Melville’s Bartleby the Scrivener, this thesis draws upon the power of literature in the shaping of our narrative worlds. Typical of the continental philosophy at the heart of this work, a diverse range of illustrations and inspirations from fiction is pulled into its narrative to reflect the symbolic universe that this work was forged through. What this work attempts to do is give this theory a greater grounding in Paul’s letters by demonstrating this radical kenotic power at the heart of the Christ-event. Romans 13 reveals, in a way that has not yet been picked up by Critchley, Žižek, and others, that Paul opposed the biopolitical power of the Roman Empire through the weak violence of love that is the labour of the slaves of Christ on the “now-time” that had arrived.
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Watson, Jenkins Eleanor Lynn. "Active inaction--symbolic politics, agenda denial or incubation period twenty years of U.S. workplace violence research and prevention activity /." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4694.
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Thesis (Ph. D.)--West Virginia University, 2006.Title from document title page. Document formatted into pages; contains vii, 186 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 170-181).
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Khariwal, Pooja. "Her Self: Exploration of a Woman's Self in Intimate Partner Violence." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248918274.
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Moukarbel, Nayla. "Sri Lankan housemaids in Lebanon : a case of 'symbolic violence' and 'everyday forms of resistance'." Thesis, University of Sussex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439630.
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Visagie, Ashley. "Painting a picture of possibility: the transmission of symbolic violence in an urban township school." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30995.
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The purpose of this study is to explore the narratives and non-verbal communication of students and teachers in one low socioeconomic status school, with particular reference to the messages that are conveyed about student performance and student aspirations, and student responses to these messages. The validity of these messages is evaluated in relation to the contexts, conditions and interactions within the school. To this end, the study employs conceptual resources drawn from Bourdieu and Lefebvre, especially Bourdieu’s notions of symbolic violence and misrecognition. Data is derived primarily from interviews with teachers and students and from observations within the school. The study finds that students are confronted with several messages of promise and threat at school which link ‘success’ and performance to individual effort and choices. However, such messages ignore the ways in which the contexts and conditions in which schooling takes place impact on student performance and constrain their future opportunities. Even students who have great ambitions, who adopt a positive mind-set and who work hard have to reckon with the realities and narrow possibilities that come from being in an under-resourced school in a poor community. The study suggests that managerialist and meritocratic explanations of student performance, that are currently dominant in South African policy discourse, present too narrow a view of the realities that produce underperformance and that such explanations imply that students and teachers are to blame for disadvantages that are produced by systemic inequalities.
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Lavergne, Cécile. "Violence, Identités, Reconnaissance : penser une philosophie sociale de la violence avec Pierre Bourdieu et Axel Honneth." Thesis, Paris 10, 2015. http://www.theses.fr/2015PA100127/document.
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Cette recherche se présente comme une contribution à une philosophie sociale de la violence abordée sous l’angle des rapports entre violences et identités. Elle propose une réflexion descriptive et normative sur les enjeux contemporains que nous adressent les conflits identitaires violents et la multiplication des théâtres de guerre et de massacres qui mettent les identités à feu et à sang. Pour étudier ces enjeux, nous avons choisi de confronter la sociologie critique de Pierre Bourdieu et la philosophie de Axel Honneth. Sur cette question, la sociologie de Bourdieu fournit de précieuses ressources théoriques non seulement pour comprendre le pouvoir de la violence symbolique sur la construction sociale des identités, mais aussi pour déterminer les formes contemporaines de souffrances susceptibles de révéler le franchissement d’un seuil de violence extrême et l’effondrement des identités qui en résulte. Or, le concept normatif de reconnaissance, qui est au centre de la théorie de Honneth, permet de dégager non seulement les potentiels de résistance et de révolte qui se logent dans ces expériences négatives, mais aussi le pouvoir qu’ont les luttes pour la reconnaissance de conjurer ou réparer les effets dévastateurs de la violence sur la constitution des identités : ses analyses sur la réification interrogent, par exemple, les mécanismes de neutralisation empathique qui sont à l’œuvre dans les situations où l’humain semble réduit à une simple chose. Si notre enquête trouve son point de départ dans une commune vulnérabilité des sujets humains à différentes formes de violences, qui sont autant de blessures infligées à l’identité, c’est aussi le potentiel politique d’émancipation de la violence, à la fois sur les groupes en lutte et les ordres sociaux, qui fait l’objet de notre étude. Certaines formes de violences contestataires portent en effet des demandes de justice et de dignité qui en font des conflits de reconnaissance orientés vers l’émancipation. Cette recherche se donne ainsi pour horizon de penser le problème de la justification des violences dans la perspective ouverte par la grammaire morale des conflits sociauxThis thesis is conceived as a contribution to the social philosophy of violence, focusing on the specific interplay between violence and identity. It offers a descriptive and normative reflection on the questions raised by modern-day, violent identity-based conflicts and the multiplication of wars and massacres where identities are brutalised. These questions are explored using two distinct models, Pierre Bourdieu’s critical sociology and Axel Honneth’s philosophy. Indeed, Bourdieu offers resources to understand the power of symbolic violence, that is to say constraints applied by social forces, over the social construction of identities. Bourdieu’s sociology also assists the examination of modern forms of social suffering, which may entail a collapse of identities and experiences of extreme violence. The normative concept of recognition, which Honneth puts at the centre of his theory, then allows for a consideration of the potential for revolt and resistance nested in these negative experiences, as well as of the ability of struggles for recognition to offset or repair the devastating effects of violence on identity formation. Honneth’s analyses of reification investigate the mechanisms of neutralisation of empathy operating when human beings seem to be reduced to mere things. Although this study is grounded in the shared vulnerability of human beings subjected to different forms of violence which inflict damage to their identities, it also explores the political power of violence, both in groups involved in struggles and in the social order. Some forms of violent protest carry with them demands for justice and dignity, and can therefore be conceptualised as recognition struggles aiming at emancipation. This thesis therefore recasts the question of the justification of violence, building on the perspectives opened by the moral grammar of social conflicts
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Pryweller, Alison Gayle. "Framing the dominant and the dominé symbolic violence in Balzac's Eugénie Grandet and Le Père Goriot /." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1165959739.
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Curl, Heather D. "The "ongoing culture shock" of upward mobility| Cultural capital, symbolic violence and implications for family relationships." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594289.
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Social mobility is often viewed as a way to alleviate poverty and create equality; it represents the basis upon which the United States is viewed as a meritocratic nation of opportunity. Missing from this persistent narrative, however, is analysis of the actual experience of social mobility. This qualitative study explores the narratives of individuals as they reflect on their experiences of upward mobility through education. Data include in-depth interviews with 25 individuals with an advanced degree whose parents did not attend college, and 10 individuals who have an advanced degree similar to their parents. This study considers three dimensions of cultural capital—embodied cultural capital associated with how individuals present themselves, linguistic cultural capital associated with how individuals speak and communicate and cultural capital related to taste, beliefs and knowledge, associated with individual’s leisure time choices, food and drink preferences and beliefs about the world. Across data, mobile individuals express the expectation or need to take on the cultural practices and behavior of their new class context. Data suggest that the process through which upwardly mobile individuals experience shifts in culture is more complex than currently conceived. In addition, these changes in culture can lead to internal conflict and difficulty in connection with families of origin; representing the potential costs of upward mobility. Implications include an amendment to cultural mobility research and to current strategies in urban education which position cultural capital as a character trait that can be learned or taken up by individuals.
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Pryweller, Alison Gayle. "FRAMING THE DOMINANT AND THE DOMINÉ: SYMBOLIC VIOLENCE IN BALZAC’S EUGÉNIE GRANDET AND LE PÈRE GORIOT." Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1165959739.
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Flanagan, Mark W. ""Where There is No Love, Put Love": Homeless Addiction Recovery Perspectives and Ways to Enhance Healing." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/anthro_theses/61.
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This study explores how middle-aged homeless persons in Atlanta, GA, who have harmful, self-identified addictive behaviors come to make positive material and psychological changes, while constrained by urban poverty and structural violence. This study is divided into two parts. In part one, I examine the interaction between individual, social, and material factors that promote recovery from addiction in a poor, urban context. I argue that recovery occurs through a process, initiated by a decision and realized through practice. Recovery is enhanced by a stable community and consistent material access. In part two, I examine how pain associated with homelessness can create a strong drive to intensify substance usage as a means to seek relief. I then describe how alienation, pain and corresponding addictive behaviors among homeless persons can be lessened through intentioned, empowering acts, which I call “symbolic love”. Finally, I offer policy recommendations based on my findings.
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Castañeda, Rojas Giovanny. "Configurations de la violence dans la relation enseignants-élèves." Thesis, Université Côte d'Azur (ComUE), 2018. http://www.theses.fr/2018AZUR2017/document.
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Cette étude vise à comprendre les diverses manifestations de la maltraitance des élèves exercée par les enseignants, ce qui a un impact négatif sur l'environnement émotionnel, scolaire et social tant pour les élèves que pour les enseignants eux-mêmes, qui sont souvent affectés par les réponses violentes qu'ils reçoivent de leurs propres élèves. L'objectif est également d'analyser les effets défavorables de ce type de relation sur le climat scolaire, qui se traduit par diverses formes de conflits entre enseignants et élèves, entre collègues et ces derniers avec les parents et la direction scolaire. En outre, l'étude cherche à reconnaître les implications que cette problématique engendre pour l'école et le système éducatif lui-même, qui se sent souvent impuissant en raison de la complexité de cette expression de la violence scolaire dont les victimes sont les enseignants et l'école elle-même.Ce travail utilise les outils méthodologiques qui proviennent de la sociologie de Pierre Bourdieu afin d'obtenir une plus grande approche du domaine scolaire et, par conséquent, des relations entre enseignants et élèves qui sont mesurées par les relations de pouvoir à travers lesquelles l'autorité scolaire est exercée. D'autre part, la violence et les brimades à l'école sont abordées dans une perspective socio-éducative qui fournit des éléments fondamentaux pour leur compréhension et leur explication.Pour atteindre les objectifs fixés, la recherche utilise une méthodologie qualitative, focalisée sur la Participation, l’Action et la Recherche – IAP (Investigación Acción Participación pour ces initiales en espagnol) et le modèle des noyaux d’Education Sociale –NES (Núcleos de Educación Social pour ces initiales en espagnol). La population participante était composée d'élèves, d'enseignants, de directeurs et de parents de trois écoles publiques de la ville de Bogotá dans trois localités. Pour cette recherche des entretiens approfondis ont été utilisés avec les enseignants et les directions scolaires. Des groupes de discussion ont été organisés avec les parents et trois NES ont été menés avec les élèves dans le cadre de 24 séances de travail d'une durée d'environ 4 mois.En tant que bilan, la recherche a montré que les punitions physiques et émotionnelles continuent de faire partie des pratiques des enseignants et qu'elles sont façonnées par la répartition inégale du capital qui détermine les positions des élèves et des enseignants dans le domaine scolaire et, de plus, par une lutte continue pour maintenir le pouvoir et l'autorité dans une école qui exige de nouvelles pratiques et formes de relations qui répondent aux réalités de la société contemporaineThis study is an effort to understand various manifestations of teachers violence against students, which leaves a negative impact on their scope of emotional feelings, academic achivements and social environment for both students and teachers, whom often are affected by the violent respons they receive from their own students. The purpose is also to analyse the unfavourable effects of this type of relationship on the school environment that translates into various forms of conflict, not only between teachers and students, but preceptors and many times includes school administration. In addition, the study seeks to recognize the implications that this problem has on the school and the education system itself, which often feels powerless due to the complexity of this expression of school violence in which it is the teachers and the school itself that are the perpetrators.This work uses methodological tools from the sociology of Pierre Bourdieu in order to obtain a greater approach in the academic field. Hence it mediates the power through which the school authority is exercised on the relationship between teachers and students. Moreover, school violence and bullying are approached from a socio-educational perspective that provides fundamental elements for their understanding and explanation.In order to achieve the objectives set foward, the research uses a qualitative methodology, the Participation Action Research - IAP approach and the Social Education Nuclei -NES model. The participating population was made up of students, teachers, directors and parents of three public schools in the city of Bogotá from three different locations. In-depth interviews were used to work with teachers, students, and school administration. Focus groups were held with parents and 3 NES were conducted with students in 24 work sessions lasting approximately 4 months.In conclusion, the research showed that physical and emotional punishment continue to be part of the practices of teachers and this is shaped by the unequal distribution of the city that determines the positions of students and teachers in the school field. Moreover, it is an ongoing struggle to maintain power and authority in school that demands new practices and forms of relationship that respond to the realities of contemporary society
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Paquet, Tarryn Nicole Kennedy. "On urban fear: privilege, symbolic violence, topophobia: the everyday experiences of middle-class women in Secunda, South Africa." Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/27414.
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I consider how the nature and meaning of space shape middle-class women's topophobia in the new town of Secunda (with a particular focus on symbolic violence). In Lefebvre's 'terrorist societies' fear becomes latent as citizens seek to maintain status quos which maintain systems of privilege. I demonstrate that one such system is white privilege. Secunda assists in maintaining these systems as its design draws heavily on Eurocentric values and new town 'best practices'. As a company town developed in reaction to international sanctions during apartheid, its design also resulted in the preservation of certain privileged groups. I argue that white privilege is a white problem and thus base my study on the (white) middle-class as a dominant group. I show that the identities of women (although traditionally viewed as passive and fearful) are diverse, falling both victim to and inflicting symbolic violence and topophobia. I focus on topophobia, or spatial fear, as fear affects us all and influences our shaping of urban space. The mutually reinforcing nature (abstract representations of the ideologies of planners) and meaning (infused through emotions, identities and power relations) of space are explored. I dispute the bias against emotion-based research that exists within planning, arguing that this has debilitating consequences for transformation. I suggest the use of intersecting emotion-spectra rather than the dichotomous approach conventionally taken by emotion research. A feminist ethnography is used with an iterative inductive research process engaging a variety of techniques, including digital/social media. My own multiple insider identities (of middle-class, white, English-Afrikaans woman, and planner) are used to critique systems of dominance. Findings highlight various forms of symbolic violence (in addition to white privilege) including codes of 'respectability' and 'purity', consumerism, fat talk, and persistent gender roles. Further, possible influences of dominant systems on space (particularly in reinforcing persistent social segregation in Secunda) are demonstrated. Symbolic violence can be used to deflect accountability, but this research shows that topophobia is a planning problem, worthy of consideration.
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Reynolds, Cheryl. "Digital hiatus : symbolic violence in an online social learning network for master's level students at a UK university." Thesis, University of Huddersfield, 2018. http://eprints.hud.ac.uk/id/eprint/34603/.
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This is a narrative inquiry in which I asked six master's level students at a University in the North of England to reflect on their experience of using social media as the learning platform for part of a taught module. I was motivated by the growing ubiquity of such approaches in higher education and by the need to develop rational, just and sustainable online pedagogies that are alert to both the opportunities and threats of this shift in medium. My research questions, framed from a Bourdieusian perspective were: - To what extent is symbolic violence evident within a social learning network for master's level students at a UK University? - What forms does such symbolic violence take and how are these forms affected by the medium? - What kinds of dispositions, abilities and assets constitute and confer capital in this setting? In answering these questions, I trace symbolic violence in the online exchanges between participants and in the consequences of those exchanges. I develop an index of digital capital to describe the dispositions, abilities and assets that they needed to profit from learning in this way, along with a notion of digital hiatus to describe what happened when they lacked such capital. At the same time, I acknowledge the positive impacts of this approach on some of the participants. I locate this research within the literature on social media use for education and more specifically within the subset of that literature that uses Bourdieu's ideas to explore digital inequality. I also locate it within the institutional context of a post-1992 UK university, the national policy context and the economic context for the growing use of technology in Education. I conclude by reviewing the benefits and limitations of the methodology and theoretical frameworks adopted and by considering the potential uses of my index of digital capital, identifying how this might be explored in future studies.
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Behounek, Elaina. "Mediated Relationships: An Ethnography of Family Law Mediation." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5909.
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In my dissertation, I use multi-ethnographic methods to examine how mediators talk about, manage, and process families going through divorce. I show how a dominant narrative about marriage and the cultural expectations of parenthood provide a framework for mediators to manage the discourse of divorcing parties so assets and care giving can be split 50/50. The dominant P.E.A.C.E. narrative (P=parenting plan, E=equitable distribution, A=alimony, C=child support, E=everything else) restricts available discourse in mediation and guides mediators’ behaviors in ways that homogenize families by providing a linear formula for mediators to follow which results in only certain stories being allowed to enter the mediation. Next, I show how constructions about power and violence serve to frame and shape understandings of divorce for mediators, thereby guiding their actions in mediation and discursively impacting the discourses of mediated parties. Power and violence are constructed in ways that conflate the concepts, and no clear protocol is offered to manage these complicated concerns for family law mediators. The outcome is mediators report being unsure and often fearful about mediating cases where intimate partner violence is a concern. Finally, an analytic autoethnographic examination of family law mediation provides an example of the power of ideology and makes clear my positionality within this dissertation. I explore my own identity as a white, heterosexual, female, in a world ripe with expectations about marriage and family creation as I encounter alternative messages and information in my fieldwork. Throughout my dissertation, I uncover larger cultural narratives about marriage, and families that guide and manage people, illustrating the ways identities, stories of violence, and the ideology of marriage are shaped.
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Westerberg, Jonathan. "Måste jag träna? : En kvantitativ enkätstudie om unga vuxnas syn på träningens ställning i livet." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-82627.
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This essay examines the impact of estimation for the training’s added value in life on level of physical training. Through a multiple-regression analysis of primary data, the study presents what impact a particular background has on the physical exercise’s position in a life puzzle of a Swedish young adult. The theoretical framework is based on the French sociologist Pierre Bourdieu’s theories of habitus, symbolic capital, symbolic value and symbolic violence. According to these concepts, all individuals operate within specific fields, within which they also hold a position. Practices and social agents in the various fields shape what Bourdieu calls habitus, an individual set of schemes that shape tastes a values. These theories help us understand why people perform different targeted actions in life based on their gender, class and grew up place. Data have been collected through a quantitative survey. The material consists of questionnaires from 179 young adults from Sweden between the ages of 19-29. The bivariate regression analysis could not prove a significant correlation between estimation of the training’s added value in life and level of physical training. When a multivariate regression design included control variables a positive correlation between the training’s added value in life and level of physical training emerged. Gender, class and age also proved important for the level of training where being a female and coming from an entrepreneurial home increased the level of training.Tillgänglig på messenger (Jonathan Westerberg), alternativt sms (0700912052).
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Saucier, Calderón Jean-Paul. "About Teachers, Shamans and Healers: Towards an Ethics of Violence in Legal Education." Derecho & Sociedad, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/118628.
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This article discusses how legal education extends the symbolic violence intrinsic to the law and legal discourse. The article, while keeping in mind power relations inherent to legal education, discusses how disciplinary approaches reinforce the symbolic violence conveyed through legal education. The article presents «Interdisciplinarity» in contrast to a structuring and compartmentalized view of the law, and explains how interdisciplinarity can attenuate symbolic violence in legal education. Having this in mind, the author proposes an «ethics of violence» in legal education that suggests professors should moderate the levels of symbolic violence channeled during the educational process and participate in the unveiling of symbolic violence-generating structures. The article concludes with views on the limits of such an ethical proposition, particularly when considering how an ethics of violence could end up legitimizing the issues it initially sought to oppose.El artículo explora cómo la violencia simbólica del derecho y del discurso jurídico se puede trasladar a la educación legal. Con tal objeto, y tomando en cuenta las relaciones de poder inherentes a la enseñanza del derecho, se analiza en qué medida el pensamiento disciplinario puede reforzar la violencia simbólica transmitida en la enseñanza del derecho. Frente al pensamiento disciplinario, se estudia cómo la interdisciplinariedad se presenta como una contracorriente a una perspectiva estructurante y aislacionista, propiciada por una visión formalista del derecho y de las disciplinas en general. Se expone cómo la interdisciplinariedad permitiría atenuar la violencia simbólica de la enseñanza del derecho. Ante esas observaciones se esboza una pistas de solución desde una ética de la violenciaen la educación legal que consiste principalmente en la moderación de la aplicación de la violencia del derecho y en el desvelamiento de las estructuras generadoras de violencia simbólica. Se concluye observando los límites de esta ética, pues podría resultar un instrumento de legitimación de la misma violencia simbólica.
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Turk, H. Bahadir. "Pierre Bourdieu'." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605767/index.pdf.
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THE DEBATES CONCERNING IDEOLOGY AND DISCOURSE HAVE A RICH AND COMPLICATED HISTORY. MOVING FROM THIS HISTORY, THIS THESIS AIMS TO INVESTIGATE HOW PIERRE BOURDIEU, ONE OF THE MOST IMPORTANT SOCIOLOGISTS IN EUROPE, CAN BE READ ON THE DEBATES CONCERNING IDEOLOGY AND DISCOURSE.ALTHOUGH THE TERM IDEOLOGY IS NOT PARTICULARLY CENTRAL TO BOURDIEU'S WORK, WE ASSERT THAT HIS CONCEPTUAL WORLD TELLS US A STORY WHICH IS PERTINENT TO THE ONES IN IDEOLOGY AND DISCOURSE DEBATES.MOVING FROM THIS AXIS, WE SHED LIGHT UPON BOURDIEU'
S CONCEPTS SUCH AS HABITUS, DOXA, FIELD, SYMBOLIC POWER AND SYMBOLIC VIOLENCE. WE EXAMINE BOTH THE ANATOMY OF THE CONCEPTS MENTIONED AND THEIR RELATIONSHIPS WITH EACH OTHER.WE SHOW THAT HOW THESE CONCEPTS CAN BE OPERATIONAL FROM THE ANGLE OF THE DEBATES ON IDEOLOGY AND DISCOURSE. IN OUR STUDY, WE ARGUE THAT BOURDIEU'
S CONCEPTUAL FRAMEWORK EXTENDS THE SOCIOLOGICAL DIMENSION OF THE DEBATES CONCERNING IDEOLOGY AND DISCOURSE AND PIERRE BOURDIEU CAN BE READ WITH THE OTHER MONUMENTAL NAMES, FROM MARX TO FOUCAULT, IN THE HISTORY OF THE DEBATES.
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Karp, Jann Ellen. "Corruption and Crisis Control: The Nature of the Game – New South Wales Police Reform 1996–2004." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/2185.
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Using the Wood Royal Commission into the New South Wales Police Service in 1994 as its major case study, this thesis hypothesises that, although this inquiry had a far reaching impact on both the personal and working lives of police officers in the organisation itself, it proved ineffectual in its attempt to control corruption. It argues that corruption, and the subsequent inquiries into this corruption, can be seen to have a cyclic nature and the failure of such inquiries has a long and international history. It contends that the nature of the public inquiry itself can be seen to contribute to the continuation of the cycle of corruption. Clearly, putting an end to corruption requires more than the investigation, public exposure and punishment of a few corrupt police, followed by a generalised tightening of the chain of command. Instead, this thesis demonstrates that the problem is primarily an organisational one and it is important to look at management reforms. This thesis contends that the cycle of corruption involves the nature of police work; the catalyst that triggers the inquiry; the inquiry itself and the issue of the report; and the police and community responses. An examination of all these factors is crucial to understanding the cycle’s dynamics. The final report of the Wood Royal Commission was in 1996 and this thesis specifically analyses the cycle of corruption in relation to the response of the police executive to this inquiry. It shows how the police response focused on the tactical crisis response central to operational policing — in this case appeasing official censure and community fears. As little more than a public relations exercise, senior management strategically addressed the specific recommendations of the report rather than creatively considering the implications exposed during the inquiry. The idea that corruption is a symptom of an ineffective system and not simply a slackening of effective control by senior management was never considered. In the aftermath of the Wood Royal Commission there was much discussion about ‘police culture’ being ‘a culture of corruption’. The forgotten casualties of the inquiry has been individual police officers, many of whom see policing as a vocation. This thesis has allowed many voices to be heard and used both qualitative and quantitative methods to analyse a wide range of information and data, which included personal interviews with serving police officers and members of external organisations, as well as printed material from Royal Commission Reports, Hansard and other government documents, internal Police Service documents and media reports.It has used Bourdieu’s theoretical approach which allows an analysis of the complex relationships involved between police officers as individuals who operate within the wider networks of a specific organisation and the way the personal is important as an explanatory tool of what happens within a policing culture and how this culture is perceived differently from within and without. Bourdieu’s theory also facilitates analysis of the interactions of this network with the wider community, putting in context the responses of both the police service and the community. The connection with the personal is important as an explanatory tool of what happens within a policing culture and how this culture is perceived differently from within and without. Bourdieu constructs an understanding of the ‘nature of the game’ of policing and the shaping of the individual within police culture, giving insight into the source of moral dilemmas, personal beliefs and personal behaviour. As the current management system of command and control is at the heart of this response, this thesis has also analysed the assumptions inherent in this management philosophy, considering both necessary operational strengths as well as organisational weaknesses. A central theme of the thesis is that open dialogue will reduce the incidence of corruption and risk within policing institutions. This thesis argues that there must be an integrative approach to reform — accountable, active leadership combined with critically constructed practical approaches that tackle the complexity of the dynamics embedded in the ‘nature of the game’ of policing itself.
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Karp, Jann Ellen. "Corruption and Crisis Control: The Nature of the Game – New South Wales Police Reform 1996–2004." University of Sydney, 2007. http://hdl.handle.net/2123/2185.
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Doctor of PhilosophyUsing the Wood Royal Commission into the New South Wales Police Service in 1994 as its major case study, this thesis hypothesises that, although this inquiry had a far reaching impact on both the personal and working lives of police officers in the organisation itself, it proved ineffectual in its attempt to control corruption. It argues that corruption, and the subsequent inquiries into this corruption, can be seen to have a cyclic nature and the failure of such inquiries has a long and international history. It contends that the nature of the public inquiry itself can be seen to contribute to the continuation of the cycle of corruption. Clearly, putting an end to corruption requires more than the investigation, public exposure and punishment of a few corrupt police, followed by a generalised tightening of the chain of command. Instead, this thesis demonstrates that the problem is primarily an organisational one and it is important to look at management reforms. This thesis contends that the cycle of corruption involves the nature of police work; the catalyst that triggers the inquiry; the inquiry itself and the issue of the report; and the police and community responses. An examination of all these factors is crucial to understanding the cycle’s dynamics. The final report of the Wood Royal Commission was in 1996 and this thesis specifically analyses the cycle of corruption in relation to the response of the police executive to this inquiry. It shows how the police response focused on the tactical crisis response central to operational policing — in this case appeasing official censure and community fears. As little more than a public relations exercise, senior management strategically addressed the specific recommendations of the report rather than creatively considering the implications exposed during the inquiry. The idea that corruption is a symptom of an ineffective system and not simply a slackening of effective control by senior management was never considered. In the aftermath of the Wood Royal Commission there was much discussion about ‘police culture’ being ‘a culture of corruption’. The forgotten casualties of the inquiry has been individual police officers, many of whom see policing as a vocation. This thesis has allowed many voices to be heard and used both qualitative and quantitative methods to analyse a wide range of information and data, which included personal interviews with serving police officers and members of external organisations, as well as printed material from Royal Commission Reports, Hansard and other government documents, internal Police Service documents and media reports.It has used Bourdieu’s theoretical approach which allows an analysis of the complex relationships involved between police officers as individuals who operate within the wider networks of a specific organisation and the way the personal is important as an explanatory tool of what happens within a policing culture and how this culture is perceived differently from within and without. Bourdieu’s theory also facilitates analysis of the interactions of this network with the wider community, putting in context the responses of both the police service and the community. The connection with the personal is important as an explanatory tool of what happens within a policing culture and how this culture is perceived differently from within and without. Bourdieu constructs an understanding of the ‘nature of the game’ of policing and the shaping of the individual within police culture, giving insight into the source of moral dilemmas, personal beliefs and personal behaviour. As the current management system of command and control is at the heart of this response, this thesis has also analysed the assumptions inherent in this management philosophy, considering both necessary operational strengths as well as organisational weaknesses. A central theme of the thesis is that open dialogue will reduce the incidence of corruption and risk within policing institutions. This thesis argues that there must be an integrative approach to reform — accountable, active leadership combined with critically constructed practical approaches that tackle the complexity of the dynamics embedded in the ‘nature of the game’ of policing itself.
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Farr, Michael. "The State of Violence : A Qualitative study of the Types of Violence committed against the Kurds by the Turkish State." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-313585.
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Abstract This study examines and analyzes the types of violence committed by the Turkish state against the Kurds. Using a comprehensive typology of violence and qualitative analysis of news and NGO reports, the researcheris study asks what types and forms of violence does the Turkish state and their affiliates commit against the Kurds? While answering this research question a rubric was formulated this study also formulates a rubric (actor, motivation, form of violence) to utilize with a typology of violence that fills gaps of State Repression theory (the leading theory used in this subject matter) analysis. The results of this analysis of this study show that the Turkish state (and affiliates) have used all types of violence in a multitude of forms against the Kurds. Furthermore, the theoretical contribution this study demonstratesis the recognition that that types of violence overlap and should be be recognized as doing so in or analyzed in this manner to better understand the complexity and layers of violence to provide tailored solutions. Word Count: 19869
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Dolama, Markus. "Testing Theory on Ethnic Violence in the Balkans : En teoriprövande fallstudie av Stuart J. Kaufmans ”symbolic politics” mot kriget i Kosovo och Nordmakedoniens fredliga självständighetsförklaring." Thesis, Försvarshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-10118.
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Symbolic politics theory created by Stuart J. Kaufman attempts to give an explanation on what makes people engage in ethnic wars and genocide by combining some rationalist thoughts with social-psychological ideas. This study analyzes the symbolic politics theory by qualitive methods using the war in Kosovo and the peaceful declaration of independence in North Macedonia as cases selected thru strategic selection. The result of this study shows that symbolic politics theory can help to understand what causes people to follow their chauvinist leaders into ethnic violence by referring to historical nationalistic myths with the use of symbols to create fear and hostility. The theory therefore helps to understand the sequence of events that eventually resulted in the war over Kosovo 1998-1999 thru this study. The result of this study also shows that symbolic politics theory can help to understand why the declaration of independence in North Macedonia did not result in violence or war, even though the premisses in the country where much the same to other war tourn countries in the Balkans at the time. Results show that elites in North Macedonia chose a different path to achieve independence unlike their neighbouring countries in the Balkans. By identifying the destructive ways of using symbols referring to historical myths to create fear and hostility towards another ethnic group, North Macedonia instead displayed an including path and an effort to meet the different needs of different ethnic groups within their own borders.
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Bruhner, Christian. "IT ALSO HAPPENS TO MEN! A QUANTITATIVE STUDY ABOUT MYTHS AND NORMS REGARDING THE SEXUAL VIOLENCE TOWARDS MEN." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27062.
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Bruhner, C. Det händer även män! En kvantitativ studie om myter och normer kring män som utsatts för sexuellt våld. Examensarbete på magisternivå i Kriminologi 15 högskolepoäng. Malmö högskola: Fakulteten för hälsa och samhälle, institutionen för Kriminologi, 2013.Män som utsatts för sexuellt våld är ett fenomen som får ytterst lite uppmärksamhet inom samhällsvetenskaplig forskning. Ämnet är outforskat och har en klar brist på framförallt kvantitativ data. Syftet med denna studie var att testa de myter som normen om mäns utsatthet bygger på, huruvida de bekräftas eller inte, på ett större urval. Detta för att belysa ett existerande problem samt för att kunna urskilja variabler som påverkar attityden till normen. Myterna som testades konstruerades med tidigare forskning som underlag och mynnade ut i fyra myter; definitioner av det sexuella våldet mot män – präglas av grovt våld, hot och berusning av en manlig, homosexuell förrövare. De efterföljande konsekvenserna och sanktionerna – männen bemöts med negativa sociala sanktioner och med stark misstro, reagerar inte starkt på händelsen och anmäler inte. Synen på maskulinitet – män ska vara fysiskt och psykiskt starka, heterosexuella samt kunna värja sig och därför kan de heller inte bli våldtagna. Karakteristika om den utsatte i form av ”brist på manlighet” – en utsatt man är svag fysiskt och psykiskt, homosexuell och får oftast skylla sig själv för att ha blivit utsatt. Dessa myter testades genom en kvantitativ enkätundersökning med 160 svarande studenter. Respondenterna förkastade i stort sett alla normer, i synnerlighet offerbeskyllningen och synen på maskulinitet – de två myter som visade sig ha mest inverkan på synen till ämnet i stort. Studien visade att om man har en syn på maskulinitet som ligger nära den stereotypiska normen, är man också mer benägen att hålla med om myterna. Studien visade också att de bakgrundsvariablerna som påverkade synen på myterna mest var religiositet, invandrarbakgrund samt ålder. Äldre respondenter med invandrarbakgrund och som var aktivt troende påvisade tendenser till att bekräfta myterna i större utsträckning. Dessa resultat har i studien analyserats med hjälp av Bourdieus begreppsapparat om symboliskt kapital mellan dominerande och dominerade.Bruhner, C. It also happens to men! A Quantitative study about myths and norms regarding the sexual violence towards men. Project for a one year master degree in Criminology 15 hp. Malmö University: Faculty of health and society, Department of Criminology, 2013.Men who suffered from sexual violence are a phenomenon which gets extremely little attention in the research of social science. It is unexplored and in an almost desperate need of data, particularly quantitative data. The aim of this study was to test the myths which lay the ground for the norms about the sexual violence against men on a grander sample to see if they are confirmed or rejected. The myths that were tested are based on previous research and resulted in four different myths; definitions of the sexual violence against men – characterized by severe violence, threats and intoxication by a male homosexual perpetrator. The subsequent consequences and sanctions – the victimized men are met with negative social sanctions and strong distrust, do not react strongly to the incident and do not report to the police. Perception of masculinity – men are supposed to be physically and psychically strong, heterosexual and have the ability to defend themselves and can therefore not be raped. Characterisations about the victim in form of a lack of masculinity – a victimized man are physically and psychically weak, homosexual and are often blamed for the rape himself. These myths were tested through a quantitative survey which 160 students replied. The respondents rejected largely all of the myths, particularly the blaming of the victim and the perception of masculinities – the two myths that showed most impact on the attitude towards the subject as a whole. The study showed that if you have a view on masculinity close to the stereotypical norm, you are also more likely to confirm the myths about the sexual violence against men. The study also showed that older individuals, actively religious people and people of other origin than Swedish tend to be more prone to confirm the myths. The results are analysed throughout Bourdieu’s concepts about symbolic capital between dominant and dominated.
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Melin, Ruben. "Pushing buttons: an ethnographic interview study on toxicity in online gaming cultures." Thesis, Uppsala universitet, Centrum för genusvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-444218.
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The purpose of this study is to research toxicity through how it was understood, experienced, and described by game enthusiasts. The toxicity described is further explored through theories of cultural and symbolic domination and through feminist game studies and the lens of masculinity theory. I have thus looked at the cultural fields of online gaming as social domains sometimes structured by hierarchies, where subjects may be positioned in relation to one another by virtue of norms, their identities, habitus, symbolic capital and through (more or less symbolic) violence. The study is based on semi-structured interviews with six gaming enthusiasts who are about twenty to forty years old, five identifying as men and one identifying as a woman. Interpretation has been conducted through a thematic and discourse analytically inspired method, and through the theoretical framework primarily consisting of Bourdieu´s (developed) theoretical concepts of fields, capital, habitus and symbolic violence, combined with Iris Marion Young’s theory of cultural dominance and social constructionist theories on masculinity. The study shows how subjects may make sense of online gaming as a social arena often associated to online violence and discrimination, and how this can be further analysed from a gender studies perspective.
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Bella, Ambada Mireille. "Violence symbolique, sexe et religion : la féminisation de l'armée française à l'épreuve des discriminations sexistes." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2134.
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L’armée et la religion sont deux institutions dans lesquelles s’exerce la violence symbolique. Les femmes militaires comme la plupart des agents sociaux pratiquent la religion d’une part sur le plan individuel avec la subjectivité de leur rapport au religieux et d’autre part sur le plan collectif avec les pratiques cultuelles institutionnelles. Ce travail a pour but d’analyser l’utilisation du dispositif religieux ou le recours au religieux par les femmes militaires pour faire face à la violence symbolique. Nous avons choisi une démarche socio anthropologique adossée sur une perspective historique pour évaluer les incidences, les mutations ainsi que les ruptures d’une institution qui est présentée comme misogyne. Les analyses ont été produites à partir des enquêtes qualitatives et quantitatives sur le terrain principal que constitue la France notamment dans deux camps militaires de la région Rhône-Alpes au sein de trois régiments, et secondairement la Grande-Bretagne. Après un détour historique sur les enjeux de la féminisation des armées, nous axons notre étude sur les rapports entre les femmes militaires et le religieux. La subjectivité religieuse et les pratiques cultuelles institutionnelles des femmes militaires ont permis de mettre en exergue les ruptures ainsi que le simulacre des mutations des armées à l’égard de la gent féminine notamment en leur imposant une sorte de douane ou péage d’intégrationThe Army and religion are two institutions in which symbolic violence is exerted. Military women, like most other social agents practise religion. At the individual level, their religious practice is intertwined with the subjectivity of their own rapport with religion whereas, at the collective level, this religious practice stems from their cultural and institutional norms. This doctoral thesis aims to analyse the use of the religious device or religious recourse by military women in order to tackle symbolic violence. We have chosen a socio anthropological approach backed by a historical perspective to assess implications, mutations and « divides » of an institution that is presented as misogynist. Analyses were based on qualitative and quantitative surveys on the research field in France specifically in two military camps in the Region Rhône Alpes within two regiments and secondarily Great Britain. Religious subjectivity and cultural institutional practices of military women helped to highlight/stress the divides as well as the sham related to the mutations military women imposing on them a kind of a « cost » which compell military women to « bear the cost » of professional integration
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Sanada, Kie. "Symbolic Violence via the Principle of Equality of Opportunity: The mechanism of persisting structure of social inequality in a village community in contemporary Japan." Doctoral thesis, Humboldt-Universität zu Berlin, 2017. http://dx.doi.org/10.18452/18395.
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Diese Dissertation demonstriert, inwiefern historisch gewachsene Strukturen sozialer Hierarchie in einer Gemeinschaft aufrechterhalten werden, während sie zugleich unterschiedliche legalisierende Rechtfertigungen und rechtlich vertretbare Erscheinungsbilder angenommen haben. Im ersten Kapitel zeige ich, dass das zeitgenössische egalitäre Prinzip der Chancengleichheit (FEO) und seine Anwendung, im Zusammenspiel mit Meritokratie, dazu führt, dass aufgrund sozialer Hierarchien existierende Unterschiede über die Zeit hinweg in politisch legitimierbare sozioökonomische Ungleichheiten übersetzt werden. Ich nähere mich dem zugrunde liegenden Mechanismus der weiterbestehenden Ungleichheit durch die Verwendung von Bourdieus Theorie der symbolischen Herrschaft und Gewalt. Er erklärt, dass auf der Grundlage der Meritokratie individuelle soziale Positionen als direkte Folgen individueller Leistungen missverstanden werden und so die Existenz sozialer Ungleichheit gerechtfertigt wird. Der Glaube an fairen sozialen Wettbewerb kann demnach dazu beitragen, existierende Strukturen sozialer Hierarchien hinter der Logik von Gleichheit und Freiheit zu verdecken. Ein Fischerdof in Japan stellt die empirische Grundlage meiner Thesis dar. Die alles überspannende Forschungsfrage lautet: Ist das Konzept vom Leben, eingebettet in FEO internalisiert und wird es von Individuen befolgt, um die existierenden Strukturen sozialer Ungleichheit der Gesellschaft zu bewahren, in der sie leben? Meine empirische Studie zeigt, dass die schon in der feudalen Ära mächtigsten Familien auch jetzt die höchsten sozialen Positionen innerhalb des Gemeinschaftsbildungsprojekts innehaben. Zudem verkennen sowohl die mächtigsten als auch die marginalisiertesten Bewohner des Dorfes ihre soziale Position innerhalb der Gemeinschaft als direkte Resultate ihres individuellen Handelns und ihrer daraus entstehenden Leistungen, haben dabei aber keinerlei bewusste Intention die feudale Machthierarchie aufrecht zu erhalten.This doctoral research demonstrates how the structures of social hierarchy of the past have been perpetuated while acquiring different justifications and appearances in a legally justifiable manner. In the first chapter, I demonstrate that the commonly used egalitarian principle in today’s society, namely Fair Equality of Opportunity, hand in hand with meritocracy, functions as a translator of the existing structures of social hierarchy into politically justifiable disparities between individuals. I approach the un-derlying mechanism of persisting inequality by using the theory of symbolic domination proposed by Pierre Bourdieu. He explains that the existence of social inequality is justified because individual social positions are misrecognised as being the direct results of individual achievements via meritocracy. Widespread belief in fair social competition can thus contribute to concealing existing structures of social hierarchy behind the logic of equality and freedom. My thesis is empirically based on a rural fishing village in Japan. The overarching research question is: Is a concept of life as being the direct result of personal achievements internalised and acted upon by individuals to perpetuate the existing structure of social inequality in the society in which they live? My empirical study shows that the families that were powerful during the feudal era now occupy the highest social positions in the community-building project. Furthermore, both the powerful and the marginalised members of the local society accept their social positions in the community as being the direct results of their own individual achievements, without any conscious intention to perpetuate the feudal hierarchy of power. Given these affirmative answers to my research question, hermeneutically, I establish the explanatory power of my theoretical framework.
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Lloyd, Sam. "Experiential learning in professional Rugby Union." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/14982.
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The aim of this thesis was to understand the role played by experiential learning in professional Rugby Union. Furthermore, to understand how performance information is utilised by coaches and athletes in every day practice. The thesis employed an ethnographic research method, utilising extensive participant observation, interviews, and document analysis. The thesis draws significantly on the theoretical tools of Scho??n, Bourdieu and Foucault. The key results and findings were that coaches used performance related information as a technology of self , and inculcated a hegemonic ideology. Furthermore, power relations were found and manifested inside the coach / athlete relation that reinforced the coaches spatial and temporal dominance. These dominant power relations were legitimised through the omnipresent ideology, and thus reproduced by the players and coaches. While evidence of experiential learning was documented, particularly with the academy players, the social location of practice marginalised the value of experiential learning in the coaching process. This was because performance information and the use of video based reflection were consistently used as tools of coaching authority, discipline and symbolic violence.
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Smith, Wayne. "Factions and class fictions : investigating narratives of resistance in representations of lower-class men in post-War British literature in the New Wave & Thatcherite years, &, If I'm ever to find these trees meaningful I must have you by the thighs : a collection of poems." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/13791.
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This thesis combines an academic investigation and creative writing practice in an attempt to understand the politics at work within mainstream notions of working-class masculine identity, and the role of literature in these discourses. Beginning with an academic analysis, the formulations and intersection of class and masculinity are outlined, explicating how systems, implemented by the middle-class creation of values, form social narratives whereby men of certain settings with associative lifestyles and practices, are privileged over other less valued groups of men. In this respect, its concerns are primarily with the socio-symbolic. Locating this discourse within an Aristotelian dichotomy of the mind and the body, this theoretical position is then applied in the scrutiny of six mainstream fictional narratives of two historic periods, each originally held to be politically subversive. In calling to question the validity of these original claims, further questions are raised regarding the nature of the mainstream fictional narrative at large, and whether it is an effective way of representing the politics of working-class identity, or whether, by its nature, it serves to reproduce its working-class characters as fixed subjects, immovable from their positions in a stable class system. This line of inquiry is then further explored in the deconstruction of my own creative work, in which I initially sought to represent the concerns of my own working-class heritage. The resulting issues raised with respect to mainstream, linear narrative leading to the investigation of other potential forms of representation for the working-class male, culminating in the exploration of my own shifting identity in a non-linear, multi-directional collection of poetry.
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Pålsson, David. ""Jag tror att våra ord är ingenting" : Om hur ungdomar som deltagit i upplopp beskriver sina livsvillkor, bakgrunden till upplopp samt använder hiphop som symboliskt motstånd." Thesis, Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-61606.
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The aim of this study is to describe and analyse how young men who have participated in a riot describe their life-situations regarding to their relations to the police, their neighbourhood, employment, the background to the riots and how they use hip-hop as a resistance to subordination. The study is conducted through three semi-structured qualitative group interviews and to some extent field studies. The theoretical points of departure are Slavoj Zizeks theory of violence, which is divided into subjective, symbolic and systemic violence, and subcultural theory. The results of the study show that the young men in their daily life are exposed to by both systemic and symbolic violence, feel secure within their neighbourhood and find themselves harassed by the police. A major finding is that the riot primarily can be understood as an act to get society conscious of their situations, while they found themselves marginalised, lacking employment and youth club. Another finding is that the hip-hop-group “Kartellen” describes how the young men experience their life-situations and that they e.g. are used as a “resistance through ritual” and to get society aware of their life conditions.
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Silva, Jemima Queiroz da. "Dos hábitos aos habitus: a (re)produção de sentidos no letramento escolar." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/4839.
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The school literacy has advocated tasks of reading and writing whose values are determined in the ideals of the skills that go beyond the boundaries of the school and reach the spaces of everyday life of individuals, guiding not only communication events, but alsoconceptions of the nature and potential of the person. Thus, the teaching of reading and writing has responded to the autonomousmodel of literacy, which assumes there is only one way of being literate, this, combined with the range of full citizenship rights and duties, and developing individual and collective progress. The slam of this practice is characterized as symbolic violence insofar as it excludes the possibility of the subject of other forms of relationship with reading and writing, creating arrays of behavior, habitus, marked by theacceptance of rules and sanctions of schooled literacy as neutral and universal. Thus, this study aims at analyzing, from the meanings assigned by a group of 11 students in the 9th year of elementary school, how literacy in school is an expression of symbolic violence. To this end, we adopted as an instrument of data collection, the Focus Group, the codification of Grounded Theory as a method of data treatment and Content Analysis, based on the analysis unit theme, as a strategy for interpretive analysis of the speeches in the group. Data were analyzed and discussed from the theoretical assumptions of Cultural Studies, the New Literacy Studies, Psychology of Education and sociological concepts of Pierre Bourdieu. The results show that there are symbolic manifestations of violence present in the belief that only the school literacy ensures a superior way of life, social mobility and advancement personnel, the provisions of the naturalization of school culture on the jurisdiction, the values adopted to measureto yourself and others, in the belief that only by school literacy is the ability of a person be considered fully functional and suitable to live in society, the naturalization of the additional effort that the group needs to take to adapt their language to the standard regulated by the school , and in recognition of the superiority of school literacy to other forms of relationship of writing and reading, including your own experiences outside of school. Given this, we reflect on the possibilities of achieving literacy in school proposals that denaturalizes speech settled on beliefs about a culture that, presumably taken as legitimate, is invested with privileges, the visibility and relevance of the multiple literacies that take place, even outside of school.
O letramento escolar tem preconizado funções de leitura e de escritacujos valores estãofixados no ideáriodascompetênciasque ultrapassam os limites da escola e alcançam os espaços da vida cotidiana dos sujeitos, orientando não apenas eventos de comunicação, mas concepçõessobre a natureza e as potencialidades da pessoa.Desse modo, o ensino da leitura e da escrita temrespondido ao modelo autônomode letramento, que pressupõe haver apenas um modo de ser letrado, este, associado ao alcance de cidadania plena de direito e deveres, desenvolvimento e progresso individual e coletivo.Ocaráter impositivo desta práticaconfigura-se comoviolência simbólica na medida em que exclui do sujeito a possibilidade de outras formas de relação com a leitura e a escrita,gerando matrizes de comportamento, habitus, marcadas pela aceitação das regras e das sanções do letramento escolar como neutras e universais. Nesse sentido, este trabalho tem como objetivo geralanalisar,a partir dos sentidos atribuídos por um grupo de11estudantesdo 9º ano doEnsino Fundamental Anos Finais, de que modoo letramento escolar constitui-se em expressão da violência simbólica. Para tanto, adotamos como instrumento de coleta de dados, o Grupo Focal, a codificação da Teoria Fundamentada como método de tratamento dos dados e a Análise de Conteúdo,baseada na unidade de análise Tema, como estratégia para a análiseinterpretativa das falas no grupo.Os dados foram analisados e discutidos a partir dos pressupostos teóricos dos Estudos Culturais, dos Novos Estudos sobre o Letramento, da Psicologia da Educaçãoe de conceitos sociológicos de Pierre Bourdieu.Os resultados mostram que há manifestações de violência simbólica presentes na crença de que apenas o letramento escolar asseguraum modo de vida superior,ascensão social e progresso pessoal; na naturalização dasdisposições da cultura escolar sobre a competência; nos valores adotados para medir-se a si mesmo e aosoutros;na crença de que só peloletramento escolar há a possibilidade de uma pessoa ser considerada plenamente funcional e adequada para viver em sociedade; na naturalização do esforço adicional que o grupo precisa empreender para adequar seu padrão linguístico ao normatizado pela escola;eno reconhecimento da superioridade do letramento escolar frente a outras formas de relação de escrita e de leitura, inclusive a de suas próprias experiências fora da escola.Diante disto, refletimos sobre as possibilidades de alcançar propostas de letramento na escolaque desnaturalizem o discurso sedimentado sobre convicções acerca de uma cultura que, tomada presumidamente como legítima, é investida de privilégios, paradarvisibilidade e relevância àmultiplicidade de letramentos que se dão, inclusive, fora da escola.
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Haglund, Lina, and Hodnekvam Westberg. "Hur påverkas organisationskulturen av en manlig dominans? -En kvalitativ jämförelse av kvinnor och mäns upplevelser av en mansdominerad arbetsplats." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-75501.
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Sweden has one of the most sexually segregated labor markets in the world, which creates unbalanced working groups. In this paper we have analyzed women and men's experiences of a male dominated workplace in electricity industry. The purpose of the study was to analyze men and women's experiences of the male dominance in a workplace where women are in minority. The study also aimed to investigate the perceived organizational culture and whether the interviewees perceived that the workplace was equal. Previous research shows that male dominated workplaces create problematic working conditions for women in particular. Our study was based on semistructured interviews. Six people have been interviewed, of which as many women as men. The result of the study showed that the differences between men and women's experiences are relatively small. Both men and women was satisfied with their work situation, however it appears that women felt a greater need to prove themselves unlike men. Women and men agreed that the culture was perceived as hard and humorous, it differed depending on whether you worked in the office or out in the production.
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Nooni, Niklas, and Sunna Sveinsdóttir. "Titta pappa vem som kommer på besök, nu kommer mamma - en kvalitativ studie om kvinnliga familjeförsörjare." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-69872.
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Since the industrialization, the role of breadwinning has been part of the male gender identity. Even though it today has become more common with female breadwinners, the previous assumption of the man as a breadwinner is still a norm in society. This study examines what this norm breaking means for women and their relationships with their men. The purpose is to study Swedish women's experiences of being a breadwinner, how it affects the relationship and the roles one has in a relationship. Previous research has mainly been focused on objective financial aspects of female breadwinning but there is a lack of women's subjective experiences. This study is based on qualitative interviews with seven Swedish female breadwinners. The study shows that education is fundamental to explaining their role as female breadwinner. It also shows that the women's personal traits and good relationships with their men explains their experiences of being a female breadwinner.Rollen som familjeförsörjare har sedan industrialiseringen varit en del av den manliga könsidentiteten. Trots att det idag blivit vanligare med kvinnliga familjeförsörjare, är den tidigare föreställningen om mannen som försörjare fortsatt en norm i samhället. I denna studie undersöks vad denna normbrytning betyder för kvinnorna och deras relationer till sina män. Syftet är att studera svenska kvinnors upplevelser av att vara familjeförsörjare, hur det påverkar relationen och de roller man har i en relation. Tidigare forskning har i hög grad fokuserat på objektiva finansiella aspekter av kvinnlig familjeförsörjning där det finns en avsaknad av kvinnors subjektiva upplevelser. Den här studien är baserad på kvalitativa intervjuer med sju svenska kvinnliga familjeförsörjare. Studien visar att utbildning är grundläggande för att förklara deras roll som familjeförsörjare. Studien visar också att kvinnornas personliga egenskaper och goda relationer till sina män förklarar deras upplevelser av att vara familjeförsörjare.
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Vrantsis, Nikolaos. "The Unsettlement of the Greek Property Regime and the Emergence of Vigilant Violence in Thessaloniki’s West End." Thesis, Malmö universitet, Institutionen för Urbana Studier (US), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43648.
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The thesis inquires into the entanglement between the unsettlement of the Greek model of social reproduction that heavily relies on self-regulated property ownership and the emergence of vigilant violence on behalf of local property owners against undocumented migrants in the relegated neighborhood of Ksiladika in Thessaloniki’s West End. It probes the extent to which incidents of vigilant violence can be used as indicators of the structural deficiencies in the Greek housing system and property paradigm.
First, the thesis points to the distinct historic trajectory of the Greek housing system and property regime that is carved by a strategy of minimal involvement of state authority since the end of the Greek Civil War (1949). In contrast to the (North) European paradigm, the Greek model of social reproduction is marked by a normalized laissez-faire attitude in the domain of housing and by the hypertrophy of the family institution that emerged as a substitute system of social protection vis- a-vis the atrophy of administration. The thesis then points to a political discourse investing in the figure of the householder, sketched as the ‘normal’ Greek subject par excellence, within which self- government connects up with the imperatives of good government, in times when access to housing has become scarce and social insecurity widespread.
I focus my study on the neighborhood of Ksiladika in Thessaloniki, where as of late a vigilant campaign of evictions of undocumented migrant squatters on behalf of local property holders was launched. I suggest that this campaign of vigilance is not an act of ‘pure racism’ but is linked with the unsettlement of the Greek model of social reproduction, the scarcity of outright homeownership as a resource of symbolic and material value and the particularity of Ksiladika, that is at once a stigmatized neighborhood and a land of promise.
I rely on data collected through micro-ethnographic fieldwork, participant observation and semi-structured interviews with local property holders in Ksiladika. I use the conceptual tools of social space, field of power and symbolic power found in the work of Pierre Bourdieu and Loïc Wacquant, as heuristic tools to identify the significance of property and home ownership in shaping perceptions of local property holders towards their neighborhood and in defining their actions. I present my empirical findings clarifying the diversity of choices, expectations and actions of different actors, active in this propertied field of power in the studied area.
The thesis draws to an end by using the findings from Ksiladika to contribute to a discussion that revolves around Wacquant’s three basic theses on the emergence of advanced urban marginality as an effect of the neoliberal state crafting on a global scale. First, I argue that in regions where the social state was inexistent, the implementation of neoliberal policies did not happen in a way identical to what can be observed in the North and do not entail a reengineering of the state. Then I suggest that Wacquant's schematization of a Janus-like Centaur state that performs liberalism for those at the top of the social scale and punitive paternalism for those at the social bottom immured in precarity does not hold, due to the expanding zone of precarity. Eventually, I suggest that neoliberal governing is not attained merely by the penal apparatus of the neoliberal Leviathan, but via a governing through subjects who internalize the postulates of the entrepreneurial ideology mediated through homeownership in times when the resource is scarce.
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Olterman, Hillevi, and Janina Kingstedt. "Läsvänlig litteratur som skildrar utanförskap : En studie om oavsiktliga konsekvenser och symboliskt våld i skolan." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29244.
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Denna uppsats belyser oavsiktliga konsekvenser som kan uppstå när skolpersonal rekommenderar läsvänliga böcker som skildrar utanförskap. Uppsatsen ämnar söka svar på om skolans pedagogiska åtgärd att rekommendera läsvänliga böcker kan ses som en oavsiktlig symbolisk våldföring samt undersöka vilka etiska dilemman som kan uppstå på grund av att böckerna skildrar utanförskap. Pierre Bourdieu och Jean-Claude Passerons teori om symboliskt våld och Donald Broadys teori om ”Den dolda läroplanen” visar att det finns en maktutövning mellan elever och lärare. Robert K. Mertons teori om oavsiktliga konsekvenser visar vilka konsekvenser som kan uppstå till följd av målmedvetna sociala handlingar. Den tidigare forskning som presenteras i uppsatsen pekar bland annat på att ungdomar ser ett samband mellan skolmisslyckanden och socialt utanförskap. Efter textanalys av Kim Olins bokserie samt blogginlägg skrivna av lärare och skolbibliotekarier har resultaten visat att tillhandahållandet av denna typ av läsvänlig litteratur kan ses som en form av symbolisk våldföring samt att det finns ett etiskt dilemma i böckernas innehåll i relation till den tänkta läsaren.The aim of this essay is to seek an answer to if a schools educational measures in their recommendation of reader-friendly books can be seen as an utterance of symbolic violence and to examine what kind of ethical dilemmas can arise from a book that portrays social exclusion. Pierre Bourdieu and Jean-Claude Passeron’s theories of symbolic violence and Donald Broady’s theory of the hidden curriculum show that teachers wield and exercise a kind of power against and in relation to their students. Robert K. Merton’s theory about unintended consequences exemplifies the kinds of consequences that purposive social action can have. Previous research presented in this essay show that young people often see a correlation between academic failures and social exclusion. After a textual analysis of Kim Olin’s book series about Simon, and blog posts written by teachers and school librarians, our results show that a provision of this type of reader-friendly literature can be seen as an action of symbolic violence against the reciever, and that there is an ethical dilemma to be found in the books subject matter in relation to the intended reader.
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Silva, Eliana Carlos da. "AtualizaÃÃes e RessignificaÃÃes do Mito da Donzela Guerreira: Uma anÃlise Comparada dos romances Papisa Joana (Donna Wolfolk Cross) e Memorial de Maria Moura (Rachel de Queiroz)." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10470.
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FundaÃÃo de Amparo à Pesquisa do Estado do CearÃEste trabalho tem como objetivo central analisar os pontos de contato e distanciamento entre as representaÃÃes do Mito Tradicional da Donzela Guerreira nos romances Papisa Joana, de Donna Woolfolk Cross, e Memorial de Maria Moura, de Rachel de Queiroz. A seleÃÃo dos romances citados como corpus desta pesquisa deveu-se Ãs vÃrias semelhanÃas entre as duas narrativas, mesmo levando em conta o fato de seus enredos estarem inseridos em contextos sÃcio-histÃricos bastante diferentes. Partindo dessas premissas, o presente trabalho verifica como as caracterÃsticas do Mito da Donzela Guerreira Tradicional se apresentam nas obras Papisa Joana e Memorial de Maria Moura, detectando-se atà que ponto elas conseguem contemplar as marcas do referido mito. Para a consecuÃÃo dos resultados desta pesquisa, alguns construtos teÃricos importantes tiveram que ser discutidos e transformados em ferramentas analÃticas que permitissem uma melhor apreciaÃÃo dos romances em foco. AlÃm, logicamente, do Mito da Donzela Guerreira Tradicional, merecem destaque, entre as ideias consideradas como chave para o desenvolvimento desta pesquisa, os conceitos de violÃncia simbÃlica, corpo disciplinado e/ou dÃcil e empoderamento. ApÃs a anÃlise das duas obras, confirmou-se a hipÃtese inicial que norteou o trabalho, ou seja, que as diferenÃas na forma como o Mito da Donzela Guerreira à representado em Papisa Joana e Memorial de Maria Moura estampam, na verdade, apenas etapas distintas de um mesmo processo: a trajetÃria das mulheres com vistas ao seu empoderamento.
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Svensson, Anna-Carin. "Stories from the grassroots : Garima activists about their fight for freedom and dignity as Dalit women in Indian Madhya Pradesh." Thesis, Södertörns högskola, Institutionen för kommunikation, medier och it, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-17174.
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This research is a result of a nine week field study during spring 2012, with the purpose of highlighting the stories of Dalit women in Madhya Pradesh, India. Together with a fellow student at Södertörn University, I investigated the Garima Campaign, an ActionAid project working with Dalit women forced to endure the illegal practice of manual scavenging, the manual removal of human excreta from dry toilets. This research was funded by a Minor Field Study scholarship provided by Swedish International Development Cooperation Agency (SIDA). In this paper I investigate how these oppressed women may change their life situation and self-image through participation in a group of peers striving towards the same goal, asking the questions: how do they narrate their former life as manual scavengers, what is it that persuaded them to join the campaign, and what kind of attitudes did they encounter from other members of society? Following this, focus is on communication and how it can contribute to improving the life conditions of people of low social status. The theories used for this purpose are intersectionality and empowerment, as well as Bourdieu’s concepts of habitus, field and symbolic violence. The data was drawn from interviews with female former manual scavengers, supported by observations of their life situation and on other background material. The results of this study corroborate the findings of much of the previous work in this field, especially in relation to the treatment of manual scavengers by the rest of society. However, there seemed to have been three major arguments that finally convinced the women to quit working as manual scavengers. The first one related to their feeling of dignity. The second one dealt with them being aware of their human rights, which supports the argument that awareness may lead to change. The third argument was an important pathos argument, and consisted of the fact that their children were mistreated in school and that the women did not want their children to feel bad about their social situation. In the Garima campaign the women are allowed to do things taboo for Indian women, especially for Dalit ones, like disturbing the existing system and standing up for their rights by kicking up a fuss. The campaign opened up a new arena in which they did not only work to abolish manual scavenging practices, but also worked to attack the caste system on the grass-roots level. In informing others, convincing them to stop the practice, the self-confidence of the women was strengthened further, as individuals and as a group.
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Costa, Martha Gabrielly Coletto. "Nas pegadas da dissimulação: um estudo sobre as novas figuras da ideologia a partir de Claude Lefort e Pierre Bourdieu." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8133/tde-09062015-120030/.
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O eixo principal que estrutura este trabalho é, num sentido amplo, a busca pelo entendimento dos modos de dominação característicos das sociedades modernas. É nessa direção que retomamos a clássica noção de ideologia cunhada em seu teor crítico pela obra de Karl Marx , pois ela aponta, no interior das sociedades capitalistas, para o processo social de produção de ideias, valores e representações cuja função é ocultar e legitimar as divisões de uma determinada ordem social. Nosso objetivo é acompanhar os desdobramentos desse debate na cena francesa do século XX, elegendo duas importantes contribuições: uma fornecida pelo filósofo Claude Lefort, outra, pelo sociólogo Pierre Bourdieu. Embora situados em campos disciplinares diferentes, os trabalhos de Lefort e Bourdieu confluem em direção a uma reformulação das bases a partir das quais os fenômenos ideológicos são tratados, ampliando as perspectivas de análise e lançando uma nova luz sobre eles. Tecida por uma relação crítica com o marxismo, a trajetória lefortiana permite acompanhar o trabalho histórico de um pensamento que busca apreender o surgimento, a especificidade, as formas e as transformações da ideologia nas sociedades modernas. Os trabalhos de Bourdieu, por sua vez, desvelam e caracterizam o modo de dominação moderno concebido enquanto violência simbólica, fenômeno baseado no acordo objetivamente orquestrado entre as estruturas sociais objetivas e as estruturas cognitivas dos agentes. Envolvendo e ultrapassando a noção de ideologia, a violência simbólica é operante na medida em que os agentes participam da dominação e conferem a ela um reconhecimento baseado no desconhecimento dos mecanismos pelos quais a ordem social se produz, reproduz e se legitima. Situando suas heranças e distanciamentos perante a tradição inaugurada por Marx, buscamos refletir sobre o alcance das concepções que esses dois pensadores nos legaram: ideologia enquanto recusa da historicidade, do conflito e da indeterminação constitutiva do político, em Lefort, e enquanto conjunto de práticas e estilos de vida fundados na dominação simbólica, em Bourdieu.This work is structured, in a broad sense, as an attempt to understand the modes of domination characteristic of modern societies. It is in this perspective that we take into account the classical notion of ideology, as it was critically developed by Karl Marx. This term points out the social process of production of ideas, values and representations within capitalist societies, whose function consists in hiding and legitimizing the divisions of a social order. Our aim is to follow the developments of this debate in the French philosophical scene of the twentieth century, choosing two important contributions in particular: one provided by the philosopher Claude Lefort, another by the sociologist Pierre Bourdieu. Although located in different fields, Bourdieu and Lefort\'s works converge towards a reformulation of the bases from which the ideological phenomena are conceived, by enlarging the analytical perspectives and casting a new light on them. In a constant critical relationship with the Marxism, the lefortian trajectory allows us to follow the historical movement of a thought, which seeks to apprehend the rise as well as the specificities, forms and transformations of ideology in modern societies. The work of Bourdieu, in turn, unveils and characterizes the modern way of domination conceived as a symbolic violence; it is a phenomenon based on the agreement objectively orchestrated between social structures and the cognitive structures of agents. Involving and overcoming the notion of ideology, the concept of symbolic violence becomes effective when the agents participate in the domination. They give it a recognition based on ignorance of the mechanisms by which social order is produced, reproduced and legitimized. Considering the heritages and distances of the two thinkers with reference to a tradition inaugurated by Marx, we try to reflect on the scope of the main concepts that they leaved us: ideology as a refusal of historicity, of conflict and of political indeterminacy in Lefort, and as a set of practices and styles of life grounded in symbolic domination in Bourdieu.
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Mendes, Gisele Millen. "Fenômeno bullying : um estudo de caso sobre a violência simbólica no Colégio de Aplicação de Sergipe." Universidade Federal de Sergipe, 2010. http://ri.ufs.br:8080/xmlui/handle/123456789/4715.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorIn the last years, news media and magazines of national coverage, constantly commentate on the bullying phenomenon. Bullying is a word from British origin, and it has no translation into Portuguese. It is a kind of violence that may happen among students of private as well as public schools, unleashed in a repeated form against one single and same victim along the time and within an instability of power, and it may cause irreparable psychological damages to psychism, to the personality, character and self - esteem of its victims, with consequences along all life. The phenomenon Bullying has been in practice for a long time at schools and is characterized as a symbolic and shrouded violence. As a matter of fact, students as well as educators have experienced it many times and don‟t know how to deal with it, mostly on prejudicing and disrespect situations to the others. No doubt the damages such problem cause to its victims, but it is necessary to make it clear that plays among students are not only important, but necessary to develop their identities and inter personal relations. The aim of this research is to understand if students suffer such problems on their dignities and if there is a demand to the recognition of the differences in CODAP Colégio de Aplicação , in Universidade Federal de Sergipe, at São Cristovão County-SE. It is a qualitative research, with some quantitative data, like data collection instruments that were used besides the literature review about the essay, questionnaires, with opened and closed questions for 82 students from the 6o. to the 9o. year of Fundamental Level, semi structured interviews with 14 teachers, Directors, Vice Directors, Pedagogical Supervisors, Phsycologists, Educational Orientators and general services workers of the school and observations of its common life. The majority of the teachers and students knew nothing about the subject, even though they thought the research was relevant to the school. For some interviewed teachers and office workers, the phenomenon bullying is practically non existing in the school; the plays, according to students‟ ages are the ones they refer to. 12 students were interviewed with the objective to clarify at what moment such plays turn into violence and which are the most common problems at school. As a result of the research, we can see that 62% of the interviewed students either were or are victims of some kind of prejudice in the researched school, but more than half of them don‟t bother with the annoyance and provocations. Such data demonstrate that it is necessary to go beyond the appearances of the results and take in consideration the students‟ perception related to the subject.
Nos últimos anos os noticiários e revistas de circulação nacional comentam sobre o fenômeno bullying de forma constante. Bullying é uma palavra de origem inglesa, sem tradução para o português. É um tipo de violência que pode acontecer entre os alunos, de escolas públicas ou privadas, desencadeada de forma repetida contra uma mesma vítima ao longo do tempo e dentro de um desequilíbrio de poder, podendo causar danos psicológicos irreparáveis ao psiquismo, à personalidade, ao caráter e à auto-estima de suas vítimas, manifestando suas sequelas ao longo de toda a vida. O fenômeno Bullying vem sendo praticado há muito tempo nas escolas e se caracteriza como uma violência simbólica e velada. De fato, como estudantes ou educadores, todos já o presenciaram, e muitas vezes não se sabe o que fazer em situações de preconceito e desrespeito ao outro. Não se discutem os males que este problema causa às suas vítimas, porém, é preciso deixar claro que as brincadeiras entre os alunos são importantes e necessárias para o desenvolvimento das suas identidades e das relações interpessoais. O objetivo desta pesquisa é entender se os alunos sofrem este problema na sua dignidade e se existe uma demanda por reconhecimento das diferenças no CODAP Colégio de Aplicação, situado no campus da Universidade Federal de Sergipe, no município de São Cristóvão-SE. Trata-se de uma pesquisa qualitativa, com alguns dados quantitativos, pois instrumentos de coletas de dados foram utilizados, além da revisão da literatura sobre o tema, questionários, com perguntas abertas e fechadas para 82 alunos do 6º ao 9º ano do Ensino Fundamental, entrevistas semi-estruturadas com 14 docentes, direção, vice-direção, supervisão pedagógica, psicóloga, orientadora educacional e auxiliar de serviços gerais da escola e observações do seu cotidiano. A maioria dos docentes e discentes desconhecia o assunto, apesar de acharem que a pesquisa seria muito relevante para o colégio. Para alguns docentes e funcionários entrevistados, o fenômeno bullying praticamente não existe na escola, o que existem são brincadeiras próprias da idade. Foram entrevistados 12 alunos com o objetivo de esclarecer em que momento a brincadeira se transforma em violência e quais são os problemas mais comuns na escola. Como resultado da pesquisa, percebeu-se que 62% dos alunos entrevistados já foram ou são vítimas de algum tipo de preconceito na escola pesquisada, porém, mais da metade destes alunos não se incomoda com as provocações. Este dado demonstra que é preciso ir além das aparências dos resultados e levar em conta a percepção dos alunos com relação ao assunto.
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Aigon, Elian. "Violences et socialisations : les formes de sociabilité des "jeunes du quartier"." Thesis, Montpellier 3, 2010. http://www.theses.fr/2010MON30098.
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Cette recherche analyse les formes de sociabilité des jeunes des classes populaires dans les différents champs de socialisation (la famille, l’école, le travail). Pas toujours dévoilée comme telle, la violence - symbolique et parfois physique - est présente dans les principales institutions définies comme champs de socialisation. Au centre de ce travail, sont analysés les modes d’organisation sociale construits par les jeunes en réaction au principe d’une triple disqualification : familiale, scolaire, professionnelle. Cette violence structurelle subie faite de multiples dominations, rejets, humiliations, exclusions, discriminations, est déterminante dans un contexte de chômage de masse, de précarité, et de désaffiliation. Cette situation est caractérisée par le développement d’un processus de plus en plus prégnant d’enclavement et de ségrégation sociale et spatiale. Ce processus, sans cesse révélé par les formes de révoltes collectives depuis trois décennies, ne trouve pas de véritable débouché politique. Face à cette désorganisation structurelle, les jeunes du quartier se sont construit, de génération en génération, un monde à la fois virtuel et réel à partir du quartier, de la rue. Cet univers fonctionne alors comme champ de socialisation avec son langage, sa culture, ses solidarités, sa hiérarchie, sesconcurrences et ses violences agies et subiesThis research analyses the different forms of sociability among the youth from popular social class into different scopes of socialization (e.g. family, school, labour). Although not always unveiled, violence – symbolical and sometimes physical – is present in these main institutions defined as fields of socialization. This research is centred on the analysis of thesocial organization modes created by youth in reaction to a triple disqualification mainly: family, educational and professional. This undergoing structural violence – made of numerous dominations, rejections, humiliations, exclusions and discriminations – is decisive in the context of massive unemployment, precariousness and disaffiliation. This situation is characterized by the development of an increasingly stressful process of enclosure and social/spatial segregation. This process, incessantly revealed by mass rebellion formed over three decades, does not find a genuine political opening.Facing this structural chaos, the youth of these projects built themselves – generation after generation – a real and virtual world, coming from the slums and the street. This world is then functioning as a scope of socialization with its language, culture, solidarities, hierarchy, competition and undergoing violence
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Souza, Ana Carmita Bezerra de. "O currÃculo cultural da sÃrie malhaÃÃo: desvelando aspectos pedagÃgicos endereÃados à juventude." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=839.
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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgicoO estudo do currÃculo cultural evidencia que a formaÃÃo humana nÃo acontece apenas nas tradicionais instituiÃÃes de educaÃÃo. Desde meados do sÃculo XX a indÃstria cultural participa efetivamente na elaboraÃÃo das identidades e subjetividades, e, assim, soma-se a outras instÃncias sociais (famÃlia, igreja, e escola). TelevisÃo, rÃdio, imprensa, indÃstria fonogrÃfica, publicidade e Internet oferecem artefatos culturais que atuam de maneira incisiva na educaÃÃo dos sujeitos contemporÃneos. Nesta pesquisa objetivei analisar a sÃrie MalhaÃÃo, exibida pela Rede Globo de TelevisÃo hà quase 12 anos, considerando-a operadora de um currÃculo cultural, com temÃticas e prÃticas pedagÃgicas que colaboram na constituiÃÃo do habitus juvenil. Verifiquei apresentaÃÃes de sexualidade e gÃnero; demonstraÃÃo de um conceito de beleza humana; caracterizaÃÃo das relaÃÃes Ãtnicas; uso da puniÃÃo como estratÃgia pedagÃgica; e a inserÃÃo do enredo na estrutura social e econÃmica. Adotei um mÃtodo do tipo etnogrÃfico virtual e tomei a praxiologia de Bourdieu como principal referencial â o que implicou fazer emergir da prÃtica dos sujeitos as categorias analÃticas e conceituais. Devido à amplitude das temÃticas, adotei uma postura teÃrica multirreferenciada. Para as anÃlises foram utilizadas imagens, falas e fatos da narrativa que colaborassem no esclarecimento dos temas selecionados. Em sÃntese, a MalhaÃÃo, exibe um projeto pedagÃgico velado, que objetiva a formaÃÃo do jovem consumidor, heterossexual, domesticado e que para ser belo necessita ser branco, novo e esbelto â fatos que caracterizam o currÃculo cultural como um caso tÃpico da semiformaÃÃo, que, para Adorno consiste na alienaÃÃo das consciÃncias, provocada pelas mercadorias da indÃstria cultural.
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Baptista, Fabiana Maria. "Relações de gênero e violência simbólica : reflexões sobre formação humana no contexto das redes sociais /." Rio Claro, 2019. http://hdl.handle.net/11449/182181.
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Orientador: Marcia Reami PechulaResumo: Em 1935, a antropóloga norte americana Margaret Mead (1901-1978) publica Sexo e Temperamento em Três Sociedades Primitivas, na qual, é investigada a vida íntima de três tribos diferentes situadas na ilha de Nova Guiné, da infância à vida adulta. Para a autora, fica registrado a teoria de que as chamadas qualidades masculinas e femininas não são baseadas em diferenças sexuais fundamentais e determinantes, mas sim em reflexos de condicionamentos culturais de diferentes sociedades. De acordo com essa perspectiva, na contemporaneidade ocidental, a representação da mulher, social e culturalmente construída como um indivíduo de caraterísticas desabonadoras, possui implicações temporais que perpassam diversos contextos históricos, sobretudo o período final da Idade Média e o início da Idade Moderna, estando ainda presente nos dias atuais, disseminada pelas vias simbólicas da linguagem. Essa visão que se manteve no decorrer do processo histórico pode ser interpretada como uma construção social produzida não somente por instituições tradicionais como a escola, a religião e a família, como também pela mídia, com destaque para as redes sociais. Partindo de um olhar sobre a mulher inserida na história, tendo como base o conceito de violência simbólica do sociólogo francês Pierre Bordieu (1930-2002) e sua propagação através dos discursos nas redes sociais, o presente trabalho propõe uma análise desses meios enquanto espaços de formação humana, que utilizam mecanismos através dos quais o e... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: In 1935, American anthropologist Margaret Mead (1901-1978) published Sex and Temperament in Three Primitive Societies, in which the intimate life of three different tribes located on the island of New Guinea from infancy to adulthood is investigated. For the author, the theory is that the so-called masculine and feminine qualities are not based on fundamental and determinant sexual differences, but rather on reflections of cultural conditioning of different societies According to this perspective, in Western contemporaneity, the representation of women , socially and culturally constructed as an individual of dissenting characteristics, has temporal implications that permeate various historical contexts, especially the late period of the Middle Ages and the beginning of the Modern Age, being still present today, disseminated through the symbolic pathways of language. This vision that has remained in the course of the historical process can be interpreted as a social construction produced not only by traditional institutions such as school, religion and family, but also by the media, especially social networks. Based on the concept of symbolic violence of the French sociologist Pierre Bordieu (1930-202) and its propagation through discourse in social networks, the present work proposes an analysis of social networks as a space which uses mechanisms through which social stigma is exposed and reinforced through content published on Facebook with linguistic-discursive marks of ma... (Complete abstract click electronic access below)
Mestre
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Sanada, Kie [Verfasser], Boike [Gutachter] Rehbein, and Roger [Gutachter] Greatrex. "Symbolic Violence via the Principle of Equality of Opportunity: The mechanism of persisting structure of social inequality in a village community in contemporary Japan / Kie Sanada ; Gutachter: Boike Rehbein, Roger Greatrex." Berlin : Humboldt-Universität zu Berlin, 2017. http://d-nb.info/1189429187/34.
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Ribeiro, Thiago Vasconcelos. "O subcampo brasileiro de pesquisa em ensino de ciências CTS (Ciência-Tecnologia-Sociedade): um espaço em construção." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/5572.
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The dissertation “The Subfield Brazilian Research in Science Education STS (SCIENCETECHNOLOGY- SOCIETY): a construction space” presents the results of an investigation that aimed to characterize the social space formed by researchers and institutions responsible for production and reproduction of research in science education STS in Brazil. To build the object of research, we used the theoretical framework involving the notion of field, developed by the French sociologist Pierre Bourdieu, synthesized in central concepts such as field, symbolic capital, habitus, illusio, symbolic violence, etc. In the construction of the methodology and analysis used was the Bardin’s Analysis of Content, updated to the way of thinking relational characteristic of implicit praxiological knowledge the notion of field in the form of a Relational Content Analysis. Data were built with originating from the information provided by the agents involved in the research in science education STS in Lattes Platform, through the Curriculum Lattes of each. The analyzes produced allowed signal to the existence of a form of symbolic market of cultural production, a scientific field involving the dispute of symbolic capital, about a hierarchy of positions that characterize and differentiate the dominant researchers and researchers dominated in the structure of symbolic struggles of research in science education STS. The analyzes allowed, yet, show some effects of symbolic violence by ruling on the Subfield Brazilian Research in Science Education STS.
A dissertação “O Subcampo Brasileiro de Pesquisa em Ensino de Ciências CTS (CIÊNCIATECNOLOGIA- SOCIEDADE): um espaço em construção” apresenta os resultados de uma investigação que teve como objetivo caracterizar o espaço social formado pelos pesquisadores e instituições responsáveis pela produção e reprodução das pesquisas em ensino de ciências CTS no Brasil. Para a construção do objeto de pesquisa, foi empregado o aporte teórico envolvendo a noção de campo, desenvolvido pelo sociólogo francês Pierre Bourdieu, sintetizado em conceitos centrais como campo, capitais simbólicos, habitus, illusio, violência simbólica, etc. Na construção da metodologia e das análises foi empregada a Analise de Conteúdo de Bardin, atualizada para o modo de pensar relacional característico do conhecimento praxiológico implícita na noção de campo, na forma de uma Análise de Conteúdo Relacional. Os dados analisados foram construídos tendo por fonte as informações disponibilizadas pelos agentes envolvidos na pesquisa em ensino de ciências CTS na Plataforma Lattes, por meio do Currículo Lattes de cada um deles. As análises produzidas permitiram sinalizar para a existência de uma forma de mercado simbólico de produção cultural, um campo científico, envolvendo a disputa de capitais simbólicos, em torno de uma hierarquia de posições que caracterizam e diferenciam os pesquisadores dominantes e os pesquisadores dominados na estrutura das lutas simbólicas das pesquisas em ensino de ciências CTS. As análises permitiram, ainda, evidenciar alguns efeitos de violência simbólica exercida pelos dominantes sobre o Subcampo Brasileiro de Pesquisa em Ensino de Ciências CTS.
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Santos, Danielle Pereira Machado dos. "Pluralismo de bem-estar social, família e destituição de poder familiar: como a atual política de assistência contempla esta relação?" Universidade do Estado do Rio de Janeiro, 2007. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=1999.
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Esta dissertação procurou investigar a representação de família do Juizado de Criança e Adolescente de São Gonçalo. Essa representação em três vertentes, ou seja, a representação que o Juizado da Criança e Adolescência de São Gonçalo possui de família, a representação que a equipe psicossocial tem de família e a autorepresentação das famílias assistidas. Procuramos também perceber o lugar da família nas análises e procedimentos de intervenção, assim como compreender como o Estado é visualizado e acionado na aquisição dos direitos de cidadania. Para alcançar o objetivo do estudo tivemos encontros com membros da equipe psicossocial e acesso a processos para investigar aspectos acima explicitados. No início deste trabalho, realizamos uma discussão capaz de explicitar os fundamentos que direcionaram nosso olhar sobre a realidade investigada utilizando o conhecimento praxiológico, realizando uma breve contraposição entre o estruturalismo e subjetivismo. As lentes teóricas do conhecimento praxiológico possibilitaram o uso dos conceitos de Poder Simbólico e Violência Simbólica para análise do nosso objeto. Trabalhamos a constituição do modelo de família moderna nuclear burguesa por ter relação direta com a representação de família expressa no contexto da pesquisa; abordamos a realidade da família na atualidade por entendermos que está articulada com a realidade vivenciada pelas famílias assistidas. Para historicizar as práticas de controle e tutela das famílias pelo Poder Judiciário, recorremos a Donzolet (França) e Costa (Brasil). Também realizamos um resgate histórico da institucionalização da Política de Assistência para chegar ao atual Sistema de Proteção Atual com o seu princípio de matricialidade sóciofamiliar e expressamos nossa crítica em relação a convocação da família como uma instância de proteção social, caracterizamos este fato como um processo de privatização e despolitização da Política Social. Para o exame desse processo de privatização, realizamos uma análise das mudanças históricas-estruturais que têm requerido da sociedade e da família considerável comprometimento. Mas sinalizamos o avanço da idéia de centralidade da família enquanto unidade de atenção das políticas públicas. Entendemos que se trata de um desafio em busca de opções mais coletivas na proteção dos indivíduos de uma nação. Nas considerações finais, explicitamos os aspectos que observados e levantados durante a pesquisa, registrando especialmente a violência simbólica vivenciada pelas famílias na medida em que não são percebidas como parte da questão social. Esta violência se manifesta principalmente pela ausência de suas falas, posicionamento frente à ação de destituição familiar que sofrem. Também se apresenta na falta de reconhecimento de seus direitos e de sua cidadania.This theis soughat inversatigate the representation of families of Court on Children and Adolescentes in São Gonçalo city in three parts: first, the representation that the Court has a family and, finally, the autorepresentation households assisted. We also understand that the state is displayed and activated the acquisition of rights of citizenship. To achieve the objective of the study, We had meetings with team members of the psychosocial and a acess to Court proceedings to investigate issues explained above. At the beginning of this work, we performed a thread able to explain the reasons that directed our gaze on the reality investigated, using the praxiological knowledge, making a brief comparison between structuralism and subjectivism. The theoretical lens of praxiological knowledge allowed the use of the concepts of Symbolic Power and Syimbolic Violence for the analysis of our object. The Work of building of modern nuclear family model of bourgeois, context of research, address the reality of the family in today because we feel that is combinened with the experiencedf by the the families assisted. To historicize the pratices of control and supervision of families by the judiciary, we use the Donzelot( France) and Costa( Brazil). We also do a rescue historical instituticnalization of polcy assistentance to reach recent Current Protection System, witht its principle of sociofamiliar matrix, we express ourcristism of the convening of the family as a forum for matrix, we expresss our criticism of the covening of the family as a forum for social mprotection, and characterized it as fact a process of depoliticization and privatization, of Social Policy. For the examination of this process of depoliticization, we conduzed an analysis of historical and structural changes that move required of the company and the family considerable commitment. But thee move signaled the the idea of centrality the production of individuais of a nation. In closing comments, clarify the issues raised and that observed during the survey, registrer especially the symbolic violence record by the families in that are not perceived as part of the social question. This violence is manifest mainly by thee absence of his speeches, position opposite to the place for analysis and investin. The violence mentioned, also shows the lack of recognition of families assisted and citizenshisp of the same. Also recorded in theses final comments, the, silent pain we feel when we look at the process of the Psychosocil Court said earlier this summary, the team members of the psysosocial Court Said earlier this summary, the absence of families, to families, to herd in action indicated above (dismissal family).
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Pleasance, Sasha. "Illusio in lesson observation : making policy work by playing the game." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/12836.
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Lesson observation is an established part of teachers' professional lives within a rational policy discourse which problematises teaching. The problematisation of teaching in official documentation and pronouncements has shaped understanding and experience of teachers' professional work. By approaching this study from a constructionist perspective, and employing the What's the Problem Represented to be? (WPR) approach developed by Bacchi (2009) to examine policy-as-discourse, it is possible interrogate the role of policy in making problems, and their solutions, in very specific ways. The innovative combining of the work of Bacchi with Bourdieu's sociological lens, in particular his concept of illusio, has enabled this research to examine the investment teachers make in the practice of lesson observation and to offer an interpretative rendering of 'how it is possible for "what is said" to be "sayable"' (Foucault 1991:59, cited in Bacchi and Goodwin, 2016:36 original emphasis). The contribution to knowledge within this empirical study is in the articulation of a vocabulary of motives used by participants to make meaning of why they play the game of lesson observation and, through this, an analysis of how policy work is done in a further education (FE) context. This research finds that by playing the game, teachers and observers are, in effect, making the policy work, which in turn produces the forms of objects which have been constructed through the representation of teaching as a 'problem' in official policy; 'outstanding teacher'; 'best practice'; 'effective teaching'; 'learning outcomes'. The reification of these objects within teachers' professional lives has created taken-for- granted realities which enable the binary of professional development and performance management to make sense. Furthermore, the research reveals how, in making the policy work, teachers are in fact doing the work of policy by enacting the objective entities constituted by evidence-based 'best practice' in their teaching. Interpretation of the empirical data contributes new knowledge by proposing that teaching has become represented as a 'problem' of learning within official policy discourse and that this has created a world where learning is a duty for both teachers and learners. The thesis concludes with the recommendation put forward by participants for a democratic and collaborative system of peer review to replace the current system of lesson observation. However, this recommendation is still within the parameters of rational policy narrative in its presupposition that teachers need to improve. The thesis, therefore, recommends debate about what 'development' might mean in the context of FE.