Littérature scientifique sur le sujet « Secondary socialisation »
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Articles de revues sur le sujet "Secondary socialisation"
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Haegel, Florence. « Political Socialisation : Out of Purgatory ? » European Journal of Sociology 61, no 3 (décembre 2020) : 333–64. http://dx.doi.org/10.1017/s000397562000017x.
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AbstractThis paper aims to put contemporary political socialisation research in perspective. It offers a rapid overview of the crisis of the subfield after the 1970s and then shifts attention to post-crisis studies. Beginning with child political socialisation, it raises four issues: the use of theoretical frameworks derived from child psychology; the need to reconnect political socialisation to the sociology of family; the benefits of renewing methods for understanding the world of child politics; and a new account of social inequality in the process of political socialisation. It then explores lifelong political socialisation and how it has developed around four research dynamics: the study of civic and political socialisation of school-age adolescents and young adults; the generational renewal; the socialising effects of political mobilisation; and the processes and agents of the secondary political socialisation of adults. The final section raises the major question of what is political in political socialisation.
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Watne, Torgeir, Antonio Lobo et Linda Brennan. « Children as agents of secondary socialisation for their parents ». Young Consumers 12, no 4 (22 novembre 2011) : 285–94. http://dx.doi.org/10.1108/17473611111185841.
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Ohl, Fabien, et Marijke Taks. « Secondary socialisation and the consumption of sporting goods : cross cultural dimensions ». International Journal of Sport Management and Marketing 2, no 1/2 (2007) : 160. http://dx.doi.org/10.1504/ijsmm.2007.011406.
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Moorosi, Pontso, et Carolyn Grant. « The socialisation and leader identity development of school leaders in Southern African countries ». Journal of Educational Administration 56, no 6 (3 septembre 2018) : 643–58. http://dx.doi.org/10.1108/jea-01-2018-0011.
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Purpose The purpose of this paper is to explore the socialisation and leader identity development of school leaders in Southern African countries. Design/methodology/approach The study utilised a survey of qualitative data where data collection primarily involved in-depth interviews with school principals and deputy principals of both primary and secondary schools. Findings Findings revealed that early socialisation to leadership transpired during childhood and early schooling at which points in time the characteristics and values of leadership integral to the participants’ leadership practice were acquired. Initial teacher training was found to be significant in introducing principalship role conception. Leader identity was also found to develop outside the context of school through pre-socialising agents long before the teaching and leading roles are assumed. Originality/value The study presents an overview of the findings from four countries in Southern Africa, providing a complex process with overlapping stages of career socialisation. Existing research puts emphasis on formal leadership preparation as a significant part of socialisation – this study suggests alternatives for poorly resourced countries. Significantly, the paper improves our understanding that school leader identity is both internal and external to the school environment.
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TIMOFTI, Iulia Cristina. « Formation, Internalisation and Transformation of Personal Values ». Anuarul Universitatii Petre Andrei din Iasi - Fascicula : Asistenta Sociala, Sociologie, Psihologie 25 (2020) : 192–217. http://dx.doi.org/10.18662/upasw/25/44.
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The present study presents the complex process of generating and transforming personal values. It presents the major factors that influence the formation of values, the primary and secondary socialisation, and also the transformations that occur at an individual level.
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Andrews, Cheryl. « Teacher Socialisation and Teacher Attitudes Towards Indigenous Children ». Australian Journal of Indigenous Education 21, no 5 (novembre 1993) : 16–32. http://dx.doi.org/10.1017/s0310582200005939.
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In this paper I offer an explanation for teacher-held beliefs that contribute to perceptions of school failure by indigenous children and discuss the ends served by these perceptions. Although the validity of using retention rates as an indicator of actual educational outcomes is questioned (Luke, A. et al, 1993:144), there are few other indicators presently available. The figures on Aboriginal and Torres Strait Islander student participation rates-indicate that few children of Aboriginal and Torres Strait Islander descent complete secondary school. The following figures, based on data collected in the 1991 Australian Census, show the number of Aboriginal and Torres Strait Islander school children of a particular sex and age expressed as a proportion of the population of children of the same sex and age, in Queensland.
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Klimka, Libertas. « Ethnic Culture in Processes of Socialisation : Experience of Lithuania ». Pedagogika 116, no 4 (22 décembre 2014) : 35–46. http://dx.doi.org/10.15823/p.2014.046.
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The article focuses on topical issues and problems encountered while developing ethnic culture in Lithuania in accordance with the Law on the Principles of State Protection of Ethnic Culture and the Law on Products of the National Heritage adopted by the Seimas of the Republic of Lithuania. The possibilities of ethnic culture to develop national self-awareness and citizenship are analysed. The theoretical assumptions how these activities may contribute to primary and secondary socialisation of children and youth, enhancement of family and community relations, are highlighted.
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Zavaleta Betancourt, José Alfredo. « Socialización en escenarios de violencia y oportunidades de resiliencia y pacificación desde la perspectiva disposicional ». Clivajes. Revista de Ciencias Sociales, no 12 (10 février 2020) : 22–42. http://dx.doi.org/10.25009/clivajes-rcs.v0i12.2576.
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Este trabajo utiliza elementos básicos de la sociología disposicional de Bernard Lahire, con el propósito de pensar la socialización de los jóvenes en procesos de violencia social y experiencias de pacificación en la socialización primaria y secundaria. Para tal efecto, distingue entre la teoría de los campos de Pierre Bourdieu y la sociología disposicional de Lahire, para interrogarnos acerca de cómo las/los jóvenes aprenden a ser violentos o pacíficos en la familia, la escuela, el barrio y en sus interacciones con funcionarios gubernamentales en espacios microsociales.En tales circunstancias, se propone un análisis de la violencia a escala individual que supone revisar habitus en la pluralidad de disposiciones hacia la violencia y como los jóvenes, constreñidos o autoconstruidos, entre la socialización primaria y secundaria, con la reducción implícita de su experiencia en entornos de vulnerabilidad y violencia, enfrentan la adversidad y desarrollan prácticas violentas y resilientes, de mediación y construcción de paz, en sus entornos inmediatos.Palabras clave: Socialización, Disposiciones, Pasado incorporado, Violencia social Socialization in scenarios of violence and opportunities for resilience and pacification from the dispositional perspectiveSummaryThis work uses basic elements of the dispositional sociology of Bernard Lahire, with the purpose of thinking about the socialization of young people in processes of social violence and experiences of pacification in primary and secondary socialization. To this end, it distinguishes between the theory of the fields of Pierre Bourdieu and the dispositional sociology of Lahire, to ask us about how young people learn to be violent or peaceful in the family, school, neighborhood and in their interactions with Government public servants in microsocial spaces.In such circumstances, an analysis of violence on an individual scale is proposed, which involves reviewing habitus in the plurality of dispositions towards violence and as young people, constrained or self-constructed, between primary and secondary socialization, with the implicit reduction of their experience in environments of vulnerability and violence, facing adversity and developing violent and resilient practices of mediation and peace building in their immediate environments.Keywords: Socialization, Regulations, Past incorporated, Social violence Socialisation en scénarios de violence et opportunités de résilience et pacification à partir de la perspective dispositionnelleRésuméCe travail utilise des éléments basics de la sociologie disposisionnelle de Bernard Lahire dans le but de penser à la socialisation des jeunes dans des procès de violence sociale et expériences de pacification dans la socialisation primaire et secondaire. Pour ce faire, il distingue entre la théorie des champs de Pierre Bourdieu et la sociologie dispositionnelle de Lahire pour nous interroger sur comment les jeunes apprennent à être violents ou pacifiques dans la famille, à l’école, dans le quartier et dans leurs interactions avec des fonctionnaires du gouvernement dans des espaces microsociaux.Dans telles circonstances, on propose une analyse de la violence à échelle individuelle qui suppose de réviser des habitus dans la pluralité des dispositions envers la violence et comment les jeunes forcés ou auto construits, entre la socialisation primaire et secondaire, avec la réduction implicite de leur expérience dans des entourages de vulnérabilité et violence, affrontent l’adversité et ils développent des pratiques violentes et résilientes, de médiation et construction de paix, dans leurs entourages immédiats.Mots clés: Socialisation, Dispositions, Passé incorporeé, Violence sociale
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Timol, Riyaz. « Ethno-religious socialisation, national culture and the social construction of British Muslim identity ». Contemporary Islam 14, no 3 (novembre 2020) : 331–60. http://dx.doi.org/10.1007/s11562-020-00454-y.
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AbstractThis paper interfaces a specific theory of socialisation, derived from Peter Berger and Thomas Luckmann’s influential book The Social Construction of Reality, with the empirical story of Muslim settlement in Britain. It makes a key distinction between the primary socialisation experiences of immigrants, which unfolded in their countries of origin, and that of their diaspora-born offspring whose identity is forged between an inherited ethno-religious culture and the wider British collective conscience. Drawing on extensive ethnographic fieldwork conducted with the Islamic revivalist movement Tablighi Jama’at, the paper explores the cultural embodiments of religion as it evolves over generations through an examination of identity markers such as language, dress and food. The analysis triangulates Berger and Luckmann’s concepts of primary and secondary socialisation with a tripartite model of British Muslim identity developed by Ron Geaves. It further argues, in light of Kwame Gyekye’s theory of nation-building, that recent government efforts to promulgate a set of fundamental British values in schools represent an essentially Durkheimian attempt to supply the ‘social glue’ that binds citizens together. While the article acknowledges the increasing salience of religion for many British-born Muslims, it argues for the ongoing influence of ethnicity and nationality in determining their lived experience.
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Aymerich, María, Gonzalo Musitu et Francisco Palmero. « Family Socialisation Styles and Hostility in the Adolescent Population ». Sustainability 10, no 9 (21 août 2018) : 2962. http://dx.doi.org/10.3390/su10092962.
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The affective involvement of parents in the socialization of their children is fundamental for the proper psychological and emotional adjustment of adolescents, although we know that it is difficult to study. In this research, the relationship between parenting style and hostility was analysed in Spanish adolescents. Five-hundred and thirty-six adolescents participated in this study (53.7% males and 46.3% females), between the ages of 12 and 18 (M = 15.76, SD = 1.43), enrolled in 4 compulsory Secondary Education centers of the Castellon province. Family socialization was evaluated through the parental styles: authoritative, indulgent, authoritarian and negligent, and hostility, through the Cook–Medley Hostility Scale Criteria assessment. A multivariate analysis of variance (MANOVA) was carried out with multiple regression analysis. The results showed that hostility and compound hostility are higher in adolescents from authoritarian and authoritative families than in adolescents from indulgent families. It was also observed that the Mother’s Strictness/Imposition had the greatest effect on hostility, as well as a low acceptance/involvement of the father. Regarding parental styles, it was observed that mother’s deprivation, physical coercion, and mother’s verbal coercion were the greatest predictors of hostility. No differences were observed depending on the gender.
Thèses sur le sujet "Secondary socialisation"
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Larsson, Maths. « Skolans domäner -En undersökning av gymnasieskolans uttryck för kvalifikation, socialisation och subjektifikation ». Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-75478.
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This study has sought to investigate the expressions of content and purpose of the swedish upper secondary school based on three distinct categories. These being Qualification, Socialisation and Subjectification. The questions asked are What expressions do these three categories take as well as What consequences do these expressions have for civics teachers? Critical discourse analysis was leveraged to study the curriculum of 2011 and commentary thereof, as well as the syllabi for the Civics subject and the relevant commentary material thereof. The results show that a great deal of the studied material centers around qualification as an aspect, although the other two are still very much present. In addition to this the presentation of students as individuals in the larger society, as part of these expressions belonging to the categories, overall took on a particularly passive tone, where students were urged to be flexible and adaptable to outside influences rather than become sources of influence themselves. These findings resulted in several questions being raised to civics teachers about how to approach teaching their subject in regards to these particular trends, if they ought to encourage students to the passive mentality, for example.
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Tafa, Elmon M. « Teacher socialisation in Botswana junior secondary schools : a critical qualitative analysis of the teaching methods of seven new teachers ». Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.552803.
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This thesis is a critical qualitative analysis of the teaching methods of seven new teachers in 5 Botswana junior secondary schools during their first term of teaching. The focus is on socialisation during early childhood, their own schools, colleges of education and their new teaching schools. Data were collected from new teachers and stakeholders mainly through school and lesson observations, unstructured and semi-structured interviews, document analysis and supplementary questionnaires. The overarching conclusion is that authoritarianism in junior secondary schools is rooted in the teachers' positivist view of knowledge as 'facts' to be 'delivered' to the passive students. The behaviourist teacher training model reproduces the new teachers' authoritarianism rooted in their own school experiences. There was authoritarian school socialisation of the new teachers through the formal and hidden Curricula. Lack of induction. programmes exposed new teachers to school enculturation in the form of staff-room gossip, military-style morning assemblies, strict enforcement of punctuality and school uniforms which amount to the imposition of the 'cultural capital' of dominant groups in society. Systemic constraints like large class sizes, mixed ability groups, teaching through a foreign language, unwieldy syllabuses, examinations driven curricula and lack of subject base rooms were contributory factors. Furthermore, the prescriptive national curriculum reduces teachers to 'technicians' rather than curriculum builders. The 'technical rationality model' pervades preservice training. School climates, rules and regulations and student-teacher relationships are undemocratic as structures for students' voice do not exist and caning is routinised. New teachers had a fixation with 'class control' enforced by caning. While the state sanctions and attempts to restrict the application of corporal punishment there was no evidence of enforcement of the rules despite their frequent infraction by teachers. However, the only urban school in the sample minimised the use of caning and it had the best academic results. The only new teacher opposed to caning achieved the best class control with only a modicum of effort. On this basis claims by teachers that caning works and is part of 'African culture' are questionable. The historical roots of authoritarianism and its brutal face of corporal punishment are traced to the advent of rationalist colonial education in Botswana and the evolution of a positivist post-independence system of education. Behaviourism in colleges of education and junior secondary schools cannot be divorced from the activities of USAID - the aid agency which developed the curricula of the two sets of institutions during their inception from 1980 to 1990. By the end of the term much of the college-induced behaviourism of the new teachers had disappeared while the positivist outlook was retained. Whole class teaching, usually with no teaching aids, became the norm, student participation was curtailed and caning was commonly used and defended.
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Hagberg, Ryngefors Marielle. « Att förbereda för politiskt deltagande ? : Gymnasieskolans uppdrag i samhällskunskapsundervisning ». Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-62881.
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The purpose of this study is to examine how upper secondary school teachers within the social studies subject interpret and transform the mission of preparing students for political participation. Based on teachers' dictums of how the mission is interpreted and transformed ahead of teaching, as well as which factors are expressed to affect this transformation, the study aims to determine what differences exist regarding how the mission is transformed and what can be seen to cause these differences. Through semi-structured interviews with seven social studies teachers, the study aims to answer three research questions addressing how the teachers interpret the mission, their expressions of how the mission is transformed ahead of teaching as well as which factors are mentioned to affect this transformation. The general conclusion of the study is that the teachers express that the mission of preparing students for political participation contain several contrasting dimensions, which in various ways are transformed ahead of teaching. The most central differences can be seen within the knowledge conveying and participation promoting dimensions, where the variations appear as the teachers to a certain extent focus on different areas of teaching and attend to these on different levels. Furthermore, different possibilities of influence and forms of participation are accentuated to various extent. To conclude, the study indicates that the teachers, qua agents of political socialisation, are preparing the students dissimilarly for political participation.Syftet med föreliggande studie är att undersöka hur gymnasielärare i samhällskunskap tolkar och transformerar skolans uppdrag att förbereda elever för politiskt deltagande. Utifrån lärares utsagor kring hur uppdraget tolkas och transformeras inför samhällskunskapsundervisning, samt vilka faktorer som uttrycks påverka denna transformering, syftar studien till att utröna vilka skillnader som föreligger beträffande hur uppdraget transformeras, samt vad dessa skillnader kan ses bero på. Genom semistrukturerade intervjuer med sju samhällskunskapslärare, syftar studien till att besvara tre forskningsfrågor, vilka behandlar hur lärarna tolkar uppdraget att förbereda elever för politiskt deltagande, hur de uttrycker att uppdraget transformeras inför undervisning samt vilka faktorer som uttrycks påverka denna transformering. Studiens övergripande slutsats är att lärarna ger uttryck för att uppdraget att förbereda eleverna för politiskt deltagande inbegriper flera olika dimensioner, vilka transformeras på olika sätt inför undervisning. De mest centrala skillnaderna kan ses finnas inom de kunskapsförmedlande och deltagarfrämjande dimensionerna, vilket yttrar sig genom att lärarna i viss mån fokuserar på olika undervisningsområden och behandlar dessa på olika nivåer. Vidare framhävs olika påverkansmöjligheter och deltagandeformer i varierande grad. Sammanfattningsvis indikerar studien att lärarna, i egenskap av politiska socialisationsagenter, förbereder eleverna olika för politiskt deltagande.
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Jacob, Abad Karen Lesley. « A Transcultural Approach to EIL in Secondary Education : A Case Study ». Doctoral thesis, Universitat de les Illes Balears, 2013. http://hdl.handle.net/10803/127229.
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Aquesta tesi mostra la importància de l’Anglès com a Llengua Internacional i el seu ús com a forma de comunicació que suposa un corrent i una mescla multidireccional entre els parlants. Això ha portat els investigadors a utilitzar els termes “translingual” i “transcultural” per a referir-se a les competències requerides per tal que els parlants d’anglès com a llengua internacional puguin desenvolupar-se a nivell global, especialment quan l’anglès és utilitzat per individus no nadius.
Un enfocament transcultural a l’ensenyament de l’anglès com a llengua estrangera es va implementar a tres grups d’alumnes de secundària de Mallorca (Espanya) i Opole (Polònia) durant el curs 2010-2011. El projecte de blog “EIL in Poland and Spain” va ser dut a terme per als fins específics de l’estudi. Es va realitzar un anàlisi qualitatiu i quantitatiu de les dades per tal de respondre a la principal pregunta d’investigació: com una metodologia transcultural a l’ensenyament de l’anglès com a llengua estrangera fomenta la competència transcultural?
Els resultats van mostrar que aquest enfocament innovador a l’ensenyament de l’anglès com a llengua estrangera representà una experiència positiva per als participants i que va ser especialment efectiva com a manera de desenvolupar una identitat transnacional i una competència transcultural.This thesis highlights the prominence of English as an International Language (EIL) and stresses its use as a form of communication that implies a multi-directionality of flow and mixing between speakers. This has led scholars to use the terms “translingual” and “transcultural” to refer to the competences required by EIL speakers to function at a global level, especially when English is employed by non-natives. A transcultural approach to the teaching of English as a foreign language to three groups of secondary school students in Mallorca, Spain and Opole, Poland was implemented during the school year 2010-2011. The “EIL in Poland and Spain” blog project was set up specifically for the research. A quantitative and qualitative data analysis was performed in order to answer the principal research question: How, if at all, does a transcultural approach to ELT foster transcultural competence? The results showed that this innovative approach to ELT was a positive experience for the participants and was especially effective as a means of developing a transnational identity and transcultural competence.
Esta tesis subraya la importancia del Inglés como Lengua Internacional y su uso como una forma de comunicación que supone una corriente y una mezcla multidireccional entre hablantes. Esto ha llevado a los investigadores a usar los términos “translingual” y “transcultural” para referirse a las competencias requeridas para que los hablantes de inglés como lengua internacional puedan desenvolverse a nivel global, especialmente cuando el inglés es usado por individuos no nativos. Un enfoque transcultural a la enseñanza del inglés como lengua extranjera se implementó en tres grupos de alumnos de secundaria de Mallorca (España) y Opole (Polonia) durante el curso 2010-2011. El proyecto de blog “EIL in Poland and Spain” fue llevado a cabo para los fines específicos del estudio. Se realizó un análisis cualitativo y cuantitativo de los datos para responder a la principal pregunta de investigación: ¿Cómo una metodología transcultural a la enseñanza del inglés como lengua extranjera fomenta la competencia transcultural? Los resultados mostraron que este enfoque innovador a la enseñanza del inglés como lengua extranjera representó una experiencia positiva para los participantes y que fue especialmente efectiva como una manera de desarrollar una identidad transnacional y una competencia transcultural.
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Johansson, Maritha. « Läsa, förstå, analysera : En komparativ studie om svenska och franska gymnasieelevers reception av en narrativ text ». Doctoral thesis, Linköpings universitet, Avdelningen för svenska och litteratur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121555.
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Syftet med avhandlingen är att bidra till en ökad kunskap om hur litterär socialisation genom undervisning i olika kontexter påverkar elevers sätt att förhålla sig till en narrativ text och vilka konsekvenser den litterära socialisationen får för olika aspekter av litteraturreception, såsom tolkning, förståelse och begreppshantering. I denna komparativa studie används Sverige och Frankrike som exempel. Det huvudsakliga empiriska materialet består av 223 gymnasieelevers skriftliga reception av en novell. Elevernas texter har analyserats ur olika perspektiv relaterade till litterära receptionsteorier. Avhandlingen innehåller också en analys av undervisningsrelaterade aspekter som kan påverka elevens reception på den lästa texten. Analyserna visar att när man utbildas inom ett system som bygger på strukturalism och formalism, som det franska, blir huvudintresset i interaktionen med den skönlitterära texten närläsningar med fokus på berättarstrukturer och -teknik. Detta är till stor hjälp för att förstå exempelvis den yttre handlingen och berättarperspektivet. En annan aspekt är att eleverna håller sig inom de ramar som litteraturundervisningen ställer upp. Det finns också en risk för att det leder till en teknisk läsning där känslomässiga inslag utesluts. När man utbildas i ett system som likt det svenska fokuserar mer på en upplevelse- och erfarenhetsbaserad läsning, blir elevernas interagerande med texten friare. Analysen visar dock att även om en emotionell läsning kan vara nödvändig för att ge berättelsen liv, riskerar den att utgöra hinder för förståelsen. En litteraturundervisning som kombinerar läsning för nöje, förståelse och analys framstår därmed som mest effektiv för att främja såväl analytisk förmåga som läsglädje.The aim of the thesis is to increase knowledge of how literary socialisation through education impacts students’ interaction with a narrative text and how this affects different aspects of literature reception, such as comprehension, interpretation and literary analysis. In this comparative study, Sweden and France are the contexts used as examples. The main empirical material consists of 223 comments on a short story, written by upper secondary school students in the two countries. The students’ texts have been analysed from different perspectives in relation to literary reception theories. The thesis also includes an analysis of education-related aspects that might have an impact on the way students respond to a literary text. The analyses show that when educated in a system inspired by structuralism and formalism, such as the French, the students’ interaction with the literary text is focused mainly on structures and techniques. A focus on stylistic aspects through close readings of the literary text is helpful when trying to understand the plot or the perspective. Another matter is that this system leads to students who stay within the frames that literary education raises. There is also an obvious risk of this leading to a technical reading where there is no room for emotions. When educated in a system as the Swedish, focusing on emotional and experience-based readings, students’ interaction with the literary text gives free rein to their imagination. However, the analyses show that, even though a personal, emotional reading is needed to give life to the story, it might be an obstacle to comprehension. A combination of reading for pleasure, understanding, and analysis seems to be the most efficient way of teaching literature.
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Andreassen, Felicia. « Gymnasieungdomars politiska intresse : En kvantitativ enkätstudie ». Thesis, Umeå universitet, Statsvetenskapliga institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184890.
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The general view among researchers is that a well-functioning democracy rests in the handsof the political behaviour of citizens. In this behaviour, political interest is one of thecornerstones. Thus, there are reasons to regard it as a threat to democracy when young peopletend to have ever-lower levels of political interest. Therefore, to know how interest couldincrease, there is a need to know where it comes from and why it differs. There is yetuncertainty regarding this, notably since political interest as a concept rarely is used as adependent variable. Consequently, this thesis was aimed to explain why political interestdiffers among upper-secondary school students in Sweden. The focus was on the two types ofnational programmes, political socialization and socio-economic background. The findings of survey data (N=398) suggest that the average youth has low levels of politicalinterest. As hypothesized, there are, on average, higher levels of political interest amongstudents in preparatory academic programmes compared to vocational programmes. Alonethough, this pattern cannot explain variations of interest. Instead, agents of politicalsocialization have strong explanatory power, in particular friends and media. Also, family dohave a direct effect on political interest. However, this relationship appears to be dependent onsocio-economic background. The school as a political socialization agent cannot explaindifferences in political interest.
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Biaudet, Julien. « Au coeur de la greffe : la socialisation secondaire des transplantés cardiaques ». Thesis, Université de Lorraine, 2013. http://www.theses.fr/2013LORR0154/document.
Texte intégralRésumé :
Solution de la « dernière chance » pour les patients atteints d'une grave maladie cardiaque, la transplantation n'est pas qu'une modification corporelle : elle apparaît également comme un choc émotionnel, représentationnel, social. Les questions relatives à l'inclusion d'une part d'autrui en soi, la vision d'un corps ouvert, fragmenté, en partie remplacé, les perturbations potentiellement engendrées dans l'ensemble des sphères sociales (telles la famille et le travail) font de la greffe un événement d'importance dans la biographie de l'individu. Toutefois, la lecture de cet événement par les personnes greffées apparaît encadrée par des normes et des discours qui tracent les « bonnes » et les « mauvaises » façons de penser et de se comporter. Ainsi, la représentation mécaniste du corps et un respect envers le donneur qui doit se faire distant constituent des règles que les patients doivent apprendre et gérer. Considérant que l'expérience de la transplantation est de ce fait éminemment sociale et s'inscrit dans un processus de socialisation secondaire, nous analysons les accords ou les résistances vis-à-vis de ces normes et représentations. En mobilisant les données issues d'enquêtes qualitatives (entretiens, observations) et quantitatives (questionnaires), nous démontrons que la définition de la greffe est variable, oscillant entre « maladie » ou support positif de sens pouvant déboucher sur la figure du « greffé professionnel »"Last chance" solution for patients with severe heart disease, transplantation is not only a body modification: it also appears as an emotional, representational, social shock. Including part of an Other into oneself, imagining one's body open, fragmented and partially replaced, and being potentially disturbed in all social spheres (such as family and work) make of transplantation a major event in the biography of the individual. However, the reading of this event by transplant recipients appears framed by norms and discourses that draw the lines bewteen the "right" and "wrong" ways of thinking and behaving. Thus, the mechanistic representation of the body and the respect for the donor are rules that patients must learn and manage. Considering that the experience of transplantation is consequently highly social and constitutes a secondary socialization process, we analyze the the individual's agreeing with or resisting to these norms and representations. Mobilizing data from qualitative research (interviews, observations ) and quantitative ones (surveys), we demonstrate that the definition of transplantation is variable, ranging from "illness" to positive support for meaning that can lead to the figure of the "professional transplant recipient"
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Ello, Ntoutoume Jean Rigobert. « Temps sociaux, socialisation et développement : la socialisation temporelle et le développement humain des collégiens et lycéens du Gabon ». Caen, 2006. http://www.theses.fr/2006CAEN1460.
Texte intégralRésumé :
Savoir identifier et expliquer l’homme en devenir dans la socialisation des collégiens et lycéens du Gabon, tel est l’objet de cette thèse qui choisit la sociologie des temps sociaux pour le pilotage des recherches et l’approche de la socialisation temporelle. Avant l’avènement du temps scolaire, la socialisation a lieu en famille où les activités déterminent le temps sans problème. Elles sont menées sous un mode ludique. C’est que les loisirs sont au cœur des activités. Avec la venue du temps scolaire chronométré au XIXe siècle et sa rencontre avec le temps traditionnel, surgissent les problèmes du temps. La socialisation doit désormais intégrer le temps scolaire. Elle doit s’opérer en alternance entre l’école et la famille. Or, le temps traditionnel vécu en famille et le temps scolaire forment des hommes différents. D’où le hiatus. Aujourd’hui, malgré les réformes et convergences, les problèmes du temps persistent. Parents et enseignants ont du mal en parler. Ils perçoivent faiblement les difficultés d’adaptation que les collégiens et lycéens éprouvent dans la dualité des temps sociaux. Ainsi, l’homme que ces collégiens et lycéens développent dans les pratiques s’identifie comme un bricoleur
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Rayou, Patrick. « La Cité invisible : essai sur la socialisation politique des lycéens ». Paris, EHESS, 1994. http://www.theses.fr/1994EHES0006.
Texte intégralRésumé :
Le but de cette these est de tenter de rendre compte du caractere deconcertant des interventions lyceennes dans l'espace public : souvent et massivement mobilises, les lyceens se tiennent cependant a distance des formes classiques de la vie civique, qu'il s'agisse des instances representatives du lycee ou de la scene politique proprement dite. Une premiere partie ("un univers non partage") est consacre a la definition de cette problematique et a un bilan des etudes de socialisation politique. Ces dernieres ne paraissent pas, du fait de leur adultocentrisme, susceptibles de faire acceder aux modalites specifiques de l'experience lyceenne en la matiere. La seconde partie ("un autre lycee") presente la methodologie de la recherche : une approche monographique a partir d'entretiens avec des lyceens et des professeurs, en relation avec des sondages d'opinion nationaux. Elle analyse la "construction" lyceenne en fonction de deux modalites : apprendre et vivre ensemble. La troisieme partie ("des enfants et des hommes") recherche les principes specifiques autour desquels s'organise la vie lyceenne. L'ametie y joue un role central, susceptible de definir une cite qui, quoiqu'invisible, rend possible la scolarisation de presque toute une generation ainsi qu'une approche particuliere des universels politiques traditionnelsThe purpose of this thesis is to give an account of the disconcerting interventions of secondary school pupils in public space. Though they are often and highly modilized they keep their distance from classic ways of civic life ; from school representative authorities as well as from the political scene strictly speacking. The first part ("un univers non partage") is devoted to a definition of such a problematic and to an appraisal on political socialization studies. These don't seem to be likely - because of there adultcentered point of view- to make us understand how pupils experience politics at school. The second part ("un autre lycee") introduces the methodology of this research : a monographical approach based upon pupils or teachers interviews, connected to national surveys. This part analyses the two ways of secondary students "building" : to learn and to live together. The third part ("des enfants et des hommes") looks for the specific principles of the students' life's organization. Friendship is a key notion likely to define a city. Although this city is invisible, she makes it possible for a whole generation to be schooled as well as a specific approach of traditional political universals
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Rakoto-Raharimanana, Herilalaina. « La dynamique de socialisation lycéenne à travers la pratique des petits boulots : étude des formes d'investissements scolaires et non scolaires des lycéens et de leurs évolutions ». Aix-Marseille 1, 2004. http://www.theses.fr/2004AIX10058.
Texte intégralRésumé :
Au sein de la population lycéenne, il est un phénomène qui se glisse subrepticement : il s'agit des petits boulots. Institutionnellement non reconnus et socialement discrets, les lycéens-travailleurs bousculent le mode de socialisation des jeunes scolarisés fondé sur le rôle central de quelques institutions telles que l'école et la famille. Désormais, le travail fait partie intégrante des expériences socialisatrices d'une partie non négligeable d'une génération de lycéens. D'ailleurs, l'expérience des petits boulots traverse, selon des modalités diverses, les filtres sociaux. L'organisation de la vie d'élève et de jeune s'imbrique dans une trame plus large de la vie de lycéen-travailleur, et s'insinue jusque dans le foyer familial. L'allocation des ressources obtenues par le travail révèle les projets, les souhaits et les nécessités des élèves laborieux. Par ailleurs, ces gains introduisent, dans certains cas, de nouvelles formes de relation entre parents et enfants. Le statut de jeunes adultes en quête d'autonomie se conjugue alors avec le statut d'élèves en quête de diplôme. La socialisation est ainsi parallèle et le statut se trouve pluriel.
Livres sur le sujet "Secondary socialisation"
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Chopra, Sukhvarsha. Political socialisation of the secondary school pupils in India. New Delhi : Raaj Prakashan, 1985.
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Socialisation och mening : No-utbildning som politiskt och miljörmoraliskt problem. Uppsala : Uppsala Universit, 1995.
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Felouzis, Georges. Le collège au quotidien : Adaptation, socialisation et réussite scolaire des filles et des garçons. Paris : Presses universitaires de France, 1994.
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Caliendo, Stephen M. Teachers matter : The trouble with leaving political education to the coaches / Stephen M. Caliendo. Westport, CT : Praeger, 2000.
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Périer, Pierre, et Pascal Guibert, dir. La socialisation professionnelle des enseignants du secondaire. Presses universitaires de Rennes, 2012. http://dx.doi.org/10.4000/books.pur.67841.
Texte intégralChapitres de livres sur le sujet "Secondary socialisation"
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Mu, Guanglun Michael, et Bonnie Pang. « Resilience to racial discrimination within the field of secondary socialisation ». Dans Interpreting the Chinese Diaspora, 102–18. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series : : Routledge, 2019. http://dx.doi.org/10.4324/9781351118828-7.
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Mériot, Sylvie-Anne. « Chapitre V. Une socialisation secondaire d’opposition ». Dans Le cuisinier nostalgique, 189–264. CNRS Éditions, 2002. http://dx.doi.org/10.4000/books.editionscnrs.8581.
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« Introduction ». Dans La socialisation professionnelle des enseignants du secondaire, 7–13. Presses universitaires de Rennes, 2012. http://dx.doi.org/10.4000/books.pur.67850.
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Charles, Frédéric. « Les différents types de socialisation à l’œuvre dans le recrutement des professeurs du secondaire en Angleterre et en France ». Dans La socialisation professionnelle des enseignants du secondaire, 17–39. Presses universitaires de Rennes, 2012. http://dx.doi.org/10.4000/books.pur.67856.
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Legendre, Florence. « Quelques spécificités des représentations du métier des enseignants du secondaire issus des immigrations ». Dans La socialisation professionnelle des enseignants du secondaire, 41–56. Presses universitaires de Rennes, 2012. http://dx.doi.org/10.4000/books.pur.67862.
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Guibert, Pascal, et Gilles Lazuech. « L’expérience des premières classes : entre dispositions sociales et pragmatisme ». Dans La socialisation professionnelle des enseignants du secondaire, 59–73. Presses universitaires de Rennes, 2012. http://dx.doi.org/10.4000/books.pur.67871.
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Périer, Pierre. « Formés par l’épreuve ? Ressources, adaptations et révisions des professeurs débutants ». Dans La socialisation professionnelle des enseignants du secondaire, 75–88. Presses universitaires de Rennes, 2012. http://dx.doi.org/10.4000/books.pur.67874.
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Perez-Roux, Thérèse, et Vincent Troger. « Les enseignants débutants en lycées professionnels et le rapport au savoir de leurs élèves ». Dans La socialisation professionnelle des enseignants du secondaire, 89–104. Presses universitaires de Rennes, 2012. http://dx.doi.org/10.4000/books.pur.67877.
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Ria, Luc. « Variation des dispositions à agir des enseignants débutants du secondaire : entre croyances et compromis provisoires ». Dans La socialisation professionnelle des enseignants du secondaire, 107–25. Presses universitaires de Rennes, 2012. http://dx.doi.org/10.4000/books.pur.67892.
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Wentzel, Bernard, et Abdeljalil Akkari. « L’insertion professionnelle des enseignants du secondaire en Suisse : la professionnalisation en débat ». Dans La socialisation professionnelle des enseignants du secondaire, 127–42. Presses universitaires de Rennes, 2012. http://dx.doi.org/10.4000/books.pur.67898.
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