Le rôle des émotions dans le processus de sensemaking : l’analyse communicationnelle de récits d’expériences de personnes travaillant dans une résidence pour personnes âgées

Au cours des dernières décennies, les chercheurs ont souligné l'importance d'étudier les émotions et le processus de construction de sens (sensemaking) de Weick (1995) dans des contextes organisationnels. Cependant, peu d'études ont examiné les relations complexes entre ces deux dimensions de l’expérience organisationnelle. Pour comprendre davantage ce lien, cette étude explore l’interprétation du rôle des émotions dans le processus de sensemaking dans le contexte d'un centre d’hébergement pour personnes âgées. Fondée sur l’analyse de récits d’expériences de six employés, cette analyse narrative révèle les principales différences et similitudes dans la manière dont les émotions marquent le sensemaking de ces employés dans leurs interactions quotidiennes au travail. De plus, cette recherche montre que l'accent mis sur les émotions peut faire ressortir des aspects organisationnels particuliers du sensemaking qui, autrement, restent pris pour acquis (ou cachés).

O educador e a leitura de images

Pós-graduação em Artes - IA

Show me your brain! Stories of interdisciplinary knowledge creation in practice. Experiences and observations from Aalto Design Factory, Finland.

This dissertation centres on the themes of knowledge creation, interdisciplinarity and knowledge work. My research approaches interdisciplinary knowledge creation (IKC) as practical situated activity. I argue that by approaching IKC from the practice-based perspective makes it possible to “deconstruct” how knowledge creation actually happens, and demystify its strong intellectual, mentalistic and expertise-based connotations. I have rendered the work of the observed knowledge workers into something ordinary, accessible and routinized. Consequently this has made it possible to grasp the pragmatic challenges as well the concrete drivers of such activity. Thus the effective way of organizing such activities becomes a question of organizing and leading effective everyday practices. To achieve that end, I have conducted ethnographic research of one explicitly interdisciplinary space within higher education, Aalto Design Factory in Helsinki, Finland, where I observed how students from different disciplines collaborated in new product development projects. I argue that IKC is a multi-dimensional construct that intertwines a particular way of doing; a way of experiencing; a way of embodied being; and a way of reflecting on the very doing itself. This places emphasis not only the practices themselves, but also on the way the individual experiences the practices, as this directly affects how the individual practices. My findings suggest that in order to effectively organize and execute knowledge creation activities organizations need to better accept and manage the emergent diversity and complexity inherent in such activities. In order to accomplish this, I highlight the importance of understanding and using a variety of (material) objects, the centrality of mundane everyday practices, the acceptance of contradictions and negotiations well as the role of management that is involved and engaged. To succeed in interdisciplinary knowledge creation is to lead not only by example, but also by being very much present in the very everyday practices that make it happen.

Experiences with cultural capital in education : exploring the educational life stories of first-generation postsecondary students

This study used a life history research design to explore first-generation university students' educational life stories and experiences with cultural capital. The project sought to examine how 3 first-generation university students experience cultural capital that is privileged in Ontario's education system and how the interactions between capital acquired through experiences within the home and school and capital privileged by the education system affect these students' educational experiences and perceptions. Using Pierre Bourdieu's (1984; 1986) theory of cultural capital as a framework, 3 firstgeneration, first-year university students participated in two 1- to 2-hour interviews. A focus on each participant's experiences with culture, capital, and education revealed themes corresponding to navigating, utilizing, and confronting familial, institutional, economic, and embodied forms of cultural capital. The study highlights the importance of recognizing how cultural capital influences the education system and how firstgeneration students can recreate normative pathways and achieve academic success despite challenges posed by the cultural capital privileged within the education system. Given cultural capital's effect on academic success, understanding first-generation students' educational life stories sheds light on the complex challenges facing students who confront and deal with privileged culture in the education system.

Amos Kilbright; his adscititious experiences; with other stories,

Amos Kilbright.--The reversible landscape.--Dusky philosophy.--Plain fishing.

Echoes from the pulpit and platform; or, Living truths for head and heart, illustrated by upwards of five hundred thrilling anecdotes and incidents, personal experiences, touching home scenes, and stories of tender pathos, drawn from the bright and shady sides of life, as related by Dwight L. Moody during his forty years' experience as an evangelist. Including the story of Mr. Moody's life and work /

Mode of access: Internet.

Telling stories of culture through literature

Grounded on Raymond Williams‘s definition of knowable community as a cultural tool to analyse literary texts, the essay reads the texts D.H.Lawrence wrote while travelling in the Mediterranean (Twilight in Italy, Sea and Sardinia and Etruscan Places) as knowable communities, bringing to the discussion the wide importance of literature not only as an object for aesthetic or textual readings, but also as a signifying practice which tells stories of culture. Departing from some considerations regarding the historical development of the relationship between literature and culture, the essay analyses the ways D. H. Lawrence constructed maps of meaning, where the readers, in a dynamic relation with the texts, apprehend experiences, structures and feelings; putting into perspective Williams‘s theory of culture as a whole way of life, it also analyses the ways the author communicates and organizes these experiences, creating a space of communication and operating at different levels of reality: on the one hand, the reality of the whole way of Italian life, and, on the other hand, the reality of the reader who aspires to make sense and to create an interpretative context where all the information is put, and, also, the reality of the writer in the poetic act of writing. To read these travel writings as knowable communities is to understand them as a form that invents a community with no other existence but that of the literary text. The cultural construction we find in these texts is the result of the selection, and interpretation done by D.H.Lawrence, as well as the product of the author‘s enunciative positions, and of his epistemological and ontological filigrees of existence, structured by the conditions of possibility. In the rearticulation of the text, of the writer and of the reader, in a dynamic and shared process of discursive alliances, we understand that Lawrence tells stories of the Mediterranean through his literary art.

Influencing Perceived Agency: A Study into User Experiences in Digital Interactive Storytelling

User experience is a crucial element in interactive storytelling, and as such it is important to recognize the different aspects of a positive user experience in an interactive story. Towards that goal, in the first half of this thesis, we will go through the different elements that make up the user experience, with a strong focus on agency. Agency can be understood as the user’s ability to affect the story or the world in which the story is told with interesting and satisfying choices. The freedoms granted by agency are not completely compatible with traditional storytelling, and as such we will also go through some of the issues of agency-centric design philosophies and explore alternate schools of thought. The core purpose of this thesis is to determine the most important aspects of agency with regards to a positive user experience and attempt to find ways for authors to improve the overall quality of user experience in interactive stories. The latter half of this thesis deals with the research conducted on this matter. This research was carried out by analyzing data from an online survey coupled with data gathered by the interactive storytelling system specifically made for this research (Regicide). The most important aspects of this research deal with influencing perceived agency and facilitating an illusion of agency in different ways, and comparing user experiences in these different test environments. The most important findings based on this research include the importance of context-controlled and focused agency and settings in which the agency takes place and the importance of ensuring user-competency within an interactive storytelling system. Another essential conclusion to this research boils down to communication between the user and the system; the goal of influencing perceived agency should primarily be to ensure that the user is aware of all the theoretical agency they possess.

Occupational therapist and client experiences of a mental health group

The purpose of this qualitative study was to understand the client and occupational therapist experiences of a mental health group. A secondary aim was to explore the extent to which this group seemed to have reflected a client-centred approach. The topic emerged from personal and professional issues related to the therapist as teacher and to inconsistencies in practice with the profession's client-centred philosophy. This philosophy, the study's frame of reference, was established in terms of themes related to the client-therapist relationship and to client values. Typical practice was illustrated through an extensive literature review. Structured didacticexperiential methods aiming toward skill development were predominant. The interpretive sciences and, to a lesser extent, the critical sciences directed the methodology. An ongoing support group at a community mental health clinic was selected as the focus of the study; the occupational therapist leader and three members became the key participants. A series of conversational interviews, the . core method of data collection, was supplemented by observation, document review, further interviews, and fieldnotes. Transcriptions of conversations were returned to participants for verification and for further reflection. Analysis primarily consisted of coding and organizing data according to emerging themes. The participants' experiences of group, presented as narrative stories within a group session vignette, were also returned to participants. There was a common understanding of the group's structure and the importance of having "air time" within the group; however, differences in perceptions of such things as the importance of the group in members' lives were noted. All members valued the therapeutic aspects of group, the role of group as weekly activity and, to a lesser extent, the learning that came from group. The researcher's perspective provided a critique of the group experience from a client-centred perspective. Some areas of consistency with client-centred practice were noted (e.g., therapist attitudes); however the group seemed to function far from a client-centred ideal. Members held little authority in a relationship dominated by the leaders, and leader agendas rather than member values controlled the session. Possible reasons for this discrepancy ranging from past health care encounters through to co-leader discord emerged. The actual and potential significance of this study was discussed according to many areas of implications: to OT practice, especially client-centred group practice, to theory development, to further areas of research and methodology considerations, to people involved in the group and to my personal growth and development.

TA tales : [re]storying the teaching and learning experiences of university teaching assistants

This inquiry examines reported critical incidents that shaped the lived experience of 5 university TAs as they negotiated multiple roles and relationships within the teaching and learning context. Questions and ensuing conversations explore the ways in which these critical incidents in teaching contributed to the TAs' understanding of themselves as teachers, of teaching and learning tensions in higher education, and of the institutional contexts in which they work. The inquiry also explores the ways in which narrative, particularly creative fiction, can represent the stories TAs tell of their experiences.

Explorações educacionais (educational explorations) : schooling experiences of second-generation Portuguese Canadian students

This study explores the stories and experiences of second-generation Portuguese Canadian secondary school students in Southern Ontario, Canada. The purpose of this research was to understand the educational experiences of students, specifically the successes, challenges, and struggles that the participants faced within the education system. Questions were also asked about identity issues and how participants perceived their identities influencing their educational experiences. Six Portuguese Canadian students in grades 9 to 11 were interviewed twice. The interviews ranged from 45 minutes to 90 minutes in length. Data analysis of qualitative, open-ended interviews, research journals, field notes and curricular documents yielded understandings about the participants' experiences and challenges in the education system. Eight themes emerged from data that explored the realities of everyday life for second-generatiop Portuguese Canadian students. These themes include: influences of part-time work on schooling, parental involvement, the teacher is key, challenges and barriers, the importance of peers, Portuguese Canadian identity, lack of focus on identity in curricul:um content, and the dropout problem. Recommendations in this study include the need for more community-based programs to assist students. Furthermore, teachers are encouraged to utilize strategies and curriculum resources that engage learners and integrate their histories and identities. Educators are encouraged to question power dynamics both inside and outside the school system. There is also a need for further research with Portuguese Canadian students who are struggling in the education system as well as an examination of the number of hours that students work.

Lived Experiences: An Exploration of Teachers' Thoughts and Feelings While Implementing an Antibullying Initiative

This qualitative case study explored elementary school teachers' lived experiences and perceptions surrounding the implementation of an antibullying program within the public school system. The purpose of this study was to share the individual stories of teachers who have implemented an antibullying initiative and how their journey into the bullying phenomenon changed their personal beliefs, their students, and their school climate. Five elementary school teachers (3 female, 2 male) from 5 different public schools in a southwestern region of Ontario completed 8 closed-ended questions and participated in l-on-l semistructured interviews. All 5 teachers had implemented the "Imagine ... A School Without Bullying" initiative or were involved with its predecessor the "Good Kid Sid" pilot project. The interviews were audiotaped and transcribed. The data were coded, and broad themes were reduced to a smaller number of topics where a more in-depth analysis occurred. Findings showed that reports of bullying existed at each of the schools. All 5 teachers felt their initiative was making a positive difference in their school; however this did not come without some resistance from staff. A common finding heard from all of their stories was the need for more time. Implications for antibullying initiatives are discussed, and advice to anyone beginning an antibullying initiative is offered by each of the 5 teachers involved in this study.

Mental Health and Becoming a Teacher: A Narrative on the Experiences and Identities of Teacher Candidates

This study used narrative inquiry to shed light on the identity development of teacher candidates who experienced mental health issues during teacher education programs. The study sought to examine (a) stories that teacher candidates tell about being in a teacher education program while experiencing mental health issues; (b) identity development of teachers who have experienced mental health issues; and (c) how narratives of teacher candidates and beginning teachers challenge stereotyping and stigmatization. Through discussion and letter correspondence, the participants and I shared stories that represented our lived experiences. The study explored our stories using the 3 commonplaces of temporality, sociality, and place from a theoretical framework of narrative inquiry. Four themes emerged from the data analysis: the stigmatization of mental health issues; dealing with conflict; the need for a safe and supportive environment; and the complexity of mental health issues. This study contributes to the literature by exploring the lived experiences of teacher candidates and beginning teachers with mental health issues. The narratives inform teacher education programs, the teaching profession, and the mental health field.

Teachers Without Borders: Exploring Experiences, Transitions, and Identities of Refugee Women Teachers from Yugoslavia

Prior to September 11 2011, Canada was recognized as a leading advocate of international refugee protection and the third largest settlement country in the world. University educated refugees were admitted to the country in part on the basis of their education, but once in Canada their credentials were often ignored. The purpose of this study was to explore, through a transnational feminist lens, immigrant and settlement experiences of refugee female teachers from Yugoslavia who immigrated to Canada during and after the Yugoslav wars; to document the ways in which socially constructed categories such as gender, race, and refugee status have influenced their post-exile experiences and identities; and to identify the government's role in creating conditions where the women were either able or unable to continue in their profession. In this study, I employed both a transnational feminist methodology and narrative inquiry. The analysis process included an emphasis on the storying stories model, poetic transcription, and concentric storying. The women’s voices are represented in various forms throughout the document including individual and collective narratives. Each narrative contributed to a detailed picture of immigration and settlement processes as women spoke of continuing their education, knowing or learning the official language, and contributing to Canadian society and the economy. The findings challenge the image of a victimized and submissive refugee woman, and bring to the centre of discourse the image of the refugee woman as a skilled professional who often remains un- or underemployed in her new country. The dissertation makes an important contribution to an underdeveloped area in the research literature, and has the potential to inform immigration, settlement, and teacher education policies and practices in Canada and elsewhere.