Activites coopératives et acquisition de compétences sociales par des adolescents auteurs de viol du centre d’observation des Mineurs de Bouake (RCI)

En quoi les activités coopératives influent-elles sur l’acquisition de compétences sociales par les adolescents auteurs de viol ? Telle est la question qui a suscité cette étude réalisée au Centre d’Observation des Mineurs (COM) de Bouaké. L’objectif visé est d’évaluer les influences des activités coopératives sur l’acquisition des compétences sociales par les adolescents privés de liberté. L’hypothèse principale postule que « plus les enfants délinquants auteurs de viol ont des activités coopératives, plus ils acquièrent des compétences sociales ». L’ancrage théorique de cette étude est un modèle interactionniste qui s’inspire de l’interactionnisme sociale de Vygotsky et Brunner et de la théorie de l’interdépendance sociale de Deutsch (1949, 1962). Pour collecter les données, l’on a eu recourt à la méthode comparative et aux techniques de l’observation structurée autour de trois grilles et de la recherche documentaire. Les principaux résultats obtenus révèlent que les activités coopératives influent sur les comportements sociaux, l’adoption de comportements responsables et enfin, la capacité de travailler en équipe des sujets d’un temps T1 à un temps T2. Ces résultats confirment ainsi l’hypothèse générale formulée en ce sens qu’ils ont établi que la coopération est un outil de « facilitation sociale pour désigner l’effet positif du groupe, sur les acquisitions des personnes le constituant. How do cooperative activities affect the acquisition of social skills by adolescent rapists? This is the question that prompted this study conducted at the Centre d'Observation des Mineurs (COM) in Bouaké. The objective is to evaluate the influence of cooperative activities on the acquisition of social skills by adolescents deprived of their liberty. The main hypothesis postulates that "the more delinquent children engage in cooperative activities, the more social skills they acquire''. The theoretical anchor of this study is an interactionist model that draws on Vygotsky and Brunner's social interactionism and the theory of social interdependence of Deutsch's (1949, 1962). To collect the data, we used the comparative method and the techniques of observation structured around three grids and documentary research. The main results obtained reveal that cooperative activities influence social behaviors, the adoption of responsible behaviors and finally, the ability to work in teams of the subjects from time T1 to time T2. These results confirm the general hypothesis formulated in the sense that they established that cooperation is a tool of "social facilitation to designate the positive effect of the group, on the acquisitions of the people constituting it".

The Prestige of Sport and Sport as a Source of Prestige

The aim of the study is an attempt to characterise prestige as an important descriptive term, explaining the phenomena and processes occurring in (post-) modern sport and to answer the question regarding the sources of sport prestige and sport as a source of prestige. The work is based on an analysis of the literature on the given subject in the fi eld of humanities and social sciences, especially sociology, devoted to the interesting issue of prestige and sport. In the analysis,the dominant scientifi c theories were implemented, including, inter alia, structural and functional, social interactionism, Weber’s and Warner’s theory of prestige, and the theoretical assumptions of Henryk Domański and Piotr Sztompka. Through the analyse, it is shown that sport itself, in relation to other areas of life, enjoys relative prestige. Access to the stock of prestige in sport is unequal. Some disciplines, sporting activities, sport groups and individuals have greater access to it, while others do not. Sport in (post-) modern societies is a source of prestige. This is confi rmed by the pro-sport nature of informal social control, as a result of which, participation in sport is subject to positive social sanctions, while lack of such participation is deprived of such sanctions.

Relational curiosity and constructive conflict: a study in classrooms

Researchers have cast conflict as inherently emotional, but the emotions promoting constructive conflict handling remain underexplored. This article extends existing research using social interactionism as a lens to understand emotions as embedded in the relations and relationships that animate social disputes. Departing from three cases observed inside classrooms, the article demonstrates how teachers utilise curiosity to reframe, stimulate and transform conflicts with their students. Results elucidate the features of relational curiosity, an instrumental emotion with the capacity to promote social problem solving in concert with others. More broadly, findings contribute to research on prosocial emotions as tools for constructive conflict management and emotional labour as a relational phenomenon in educational contexts.

FRAMES OF SOCIAL REPRESENTATIONS: STRUCTURE AND FORMATION FEATURES

Purpose of the study: The purpose of this article is to determine the features of the framing process, taking into account the methodological basis of the theory of frames. Methodology: The methodological basis of the study is a theory of frames, as well as various methodological approaches aimed at searching for meaning, analyzing the characteristics of social consciousness, forming social representations. In order to clarify the issue of the formation and structure of a frame of social representations, theoretical-methodological concepts of a frame (Goffman, Bateson, Minsky, Fillmore) and social representations (Moscovici, Neisser) are analyzed. The main provisions of the structural-functional approach, the theory of social interactionism and constructivism are used. Main Findings: The main provisions of the structural-functional approach, the theory of social interactionism and constructivism are used. As a result of analyzing the structure of frames of social representations, the author’s interpretation of the process of their formation is given, which makes it possible to better understand people’s understanding of already widespread and accepted social representations. Additions to the current understanding of the framing process and its nature allow for the applied research of social representations that underlie the studied social actions. The findings presented in the article, first of all, the conceptualization of basic concepts and generalization of extensive analytical material can serve as a prerequisite for further disciplinary (philosophy, sociology, political science, psychology, and others) and interdisciplinary developments in the field of frame research, monitoring and comparative research. Applications of this study: The stated results can be used in analyzing the process of forming and determining the structure of frames of social representations. Novelty/Originality of this study: The originality of the study lies in the author's interpretation of the formation of the frame of social representations, it's content and nature.

Que inter-relações entre géneros de texto e conhecimento gramatical podem ser objeto de conhecimento explícito e de avaliação?

In this paper, we discuss epistemological and theoretical approaches of grammatical and textual contents, focusing on their relevance in learning (Portuguese) contexts. We will argue that different epistemological approaches can be used complementarily; however, clear objectives must lead to different assessment tasks, ensuring that they are not masking or merging the specific identity of texts, which can’t be reduced to linguistic objects, if we consider them in a social interactionism epistemological approach.

Beyond the Fun

Many studies approach the relationship between games and education, linking them with pedagogical theories, such as the constructivism, the social interactionism, and the early child development theory, respectively. Games are particularly well suited to one of these theories, the pedagogy of liberation, since it may help developing autonomy and critical thinking. However, there is apparently a lack of studies relating the use of games and gamification in education from this perspective. This chapter reports some case studies of using commercial games and gamification methods in a Brazilian school, relating the experiences to concepts from the pedagogy of liberation.

Collective Free Music Improvisation as a Sociocommunicative Endeavor: A Literature Review

This article is a review of literature that conceptualizes the practice of collective free music improvisation as a sociocommunicative endeavor, with its appended value and implications to musicians and music learners. Researchers have revealed that this conceptualization breaks down cultural and stylistic music boundaries to establish understanding and empathy among diverse and unique performers—through live music interactions and communication on an egalitarian and evolving platform that is negotiated by all participants. To enable collective free music improvisation pedagogically, researchers have highlighted the importance and ways of approaching it as a form of social interactionism, developing a personal music language to converse fluently and meaningfully, and establishing shared understanding among fellow improvisers as the foundation for music interaction. Together, these pedagogical implications may be synergized to inform ways in which classroom free improvisational practices may nurture expressive and confident improvisers rooted in the reality of the moment, as well as in the music conversations with one’s self and others.

Challenging gender norms and practices through women’s entrepreneurship

Purpose The purpose of this study is to explore the potential of women’s entrepreneurship to bring about greater gender equality. Understanding women’s entrepreneurship as a gendered process (Bird and Brush, 2002), the study presents the challenges encountered by women entrepreneurs as a result of gender ideologies. It documents structural barriers, discriminatory interactions and oppressive gender scripts and their effects on the women and their businesses. Acknowledging women’s possibilities for agency and resistance, the study analyzes how women entrepreneurs conform, contest or negotiate gender scripts and constraints, and looks at the consequences of these actions. Design/methodology/approach Drawing from elements of social interactionism and the doing and undoing gender theories, the authors use a feminist theoretic framework to guide analysis of qualitative data from two focus groups conducted with 19 women entrepreneurs in Colombia. Findings Gender ideologies were manifested in the forms of interrelated structural barriers that restricted women entrepreneurs’ access to resources. Social interactions represented spaces in which gender ideologies were reinforced, but also spaces women used to produce changes through resistance and accommodation strategies. Entrepreneurship was associated with positive changes toward greater gender equality, although negative consequences were reported. Research limitations/implications Due to the limited sample, more studies across countries may be needed for the consolidation of a generalizable theoretical framework. Originality/value This study presents a feminist theoretic framework in dialogue with the lived experiences of women entrepreneurs. It observes the processes of change toward gender equality embedded in business development.

Harmonizing Modern Day Employee Engagement with the Sociological Theory of Symbolic Interactionism

Employee Engagement (EE) spans over 30 years discourse within the practitioner and scientific domain, and have become a strategic imperative within organizations. However, due to the tumultuous history of inconsistencies in conceptualization, poor validation, and various discrepancies among scholars and practitioners, the construct has attracted interest across disciplines and industry. Accordingly, the claims of its positive impact on bottom line and other organizational outcome have become the catalyst for further research. Owing to that, this paper highlights past and present findings on EE. Drawing on previous studies, we highlight the cons of the construct and propose a multi-foci approach that extends the positive psychology perspective. We reference the earlier works of Kahn, and the influence sociology played in the conceptualization of Kahn’s theory of the employee’s preferred self. We conclude and recommend the Interactionist view as a theoretical framework within the field of industrial sociology to support our arguments.Keywords: Employee engagement, positive psychology, sociology, rational choice theory, social interactionism.