Suchergebnisse

(S 7.4.1954) Guess what! Well, you'll never guess, will you?, so I'll have to say it instead: "WE'VE GOT A RADIO!" Isn't it ghastly! We've had it since Saturday. It's wonderful and you can hear terribly well. It's a portable radio, a Fazer. On Saturday evening I was here on my own and I listened to "Saturday Sauna" on the radio and I had a lovely evening all alone. (S 10.2.1955) Desirée's been made into a film! Or at least it was filmed a short while ago. It'll be on in America and every other country of course before it comes to Finland, for ages I expect. Just have to be patient. There's Jean Simmons as Desirée and Stewart Granger as Jean Baptiste! Wonderful! (K 22.5.1956) The journey (school outing to Turku) took three hours and we sang and ate and watched the scenery. The train went through Porkkala,1 and you can now ride through without pulling the blinds down. The area looked grim. There were bright blue and green hovels sticking up all untended in the middle of the fields, the trees had been chopped off three metres above the ground, and wherever you looked you saw the charred ruins of burnt-out houses. The houses looked so awful we were horrified. The only living thing we saw was a solitary hen. The Russkis certainly got an earful on this trip! 1 The area leased to the Soviet Union for a period of 50 years under the interim peace treaty signed in 1944. It was returned to Finland in already 1956. 2 EPILOGUE: A STORY OF THE TWO DIARIES 1951-1960 Once upon a time there were two young Finnish girls, Satu Koskimies (S) and Katarina Haavio (K) (the latter of whom is also the writer of this article, Katarina Eskola). And it so happened that these girls applied to and were accepted in the well-known secondary school for girls called the Girls' Normal Lyceum in Helsinki, and entered the same class in spring 1951. Although they did not at first sit side by side, they became - after bitter struggles of jealousy and friendship - the best of friends. For S, who was the only child of her parents, both musicians, this friendship meant entrance to a larger family. K was the second youngest child in an academic family of five children. The head of the family was the father; the mother had died in January 1951. The two girls loved to write. Apart from their diaries, they wrote poems and stories as well. Their dreams about their future professions were connected with writing. (And these dreams also came true: S became a poet and an editor, K a journalist and later a university scholar and teacher.) S and K kept diaries during the whole time they attended secondary school. K had started her diary just a few weeks before her mother died, in January 1951. S, in turn, wrote her first diary entries in February 1953. In 1951-1960 they filled the pages of as many as 22 diaries, which they have carefully preserved. Together, the diaries amount to 3100 pages. The friendship between S and K has continued up to this day. Today we live about one hundred metres apart in Käpylä, Helsinki, ring each other up every day, and meet as often as possible. When we turned 50 some years ago, we started, for some reason, to read our early diaries. This glimpse into our bygone selves and bygone worlds launched a longer process that we could not imagine at the time. It ended up in two thick tomes, 50-luvun tytöt (Girls of the fifties), which was published in 1992, and 50-luvun teinit (Teenagers of the fifties), which came out in 1994. The books consist of our authentic diaries from the years 1951-1960; and in addition, the latter volume contains the letters we sent to each other. Since our original diaries had over 3100 pages, we knew we would have to reduce the number of the entries. However, it was far from easy to decide what to drop. Everything felt important. When selecting the entries to be published in our joint volume, we therefore tried, first and foremost, to retain the everyday life in all its aspects, as recorded in the diaries, in the book as well. This made it necessary for us e.g. to accept some repetition. When abridging a manuscript, one also has the chance to censor the text. We decided to drop some epithets and sequences that we thought would be extremely delicate or insulting to the persons involved. Our choices were naturally very subjective; if someone else had abridged the manuscript, the result might have been different. However, even the reader of our book form diaries can, to some extent at least, see where the text has been cut, since the deleted parts of text have been marked with an extra space between lines. As a result, 50-luvun tytöt(Girls of the fifties) contains about 60 per cent of the text of our original diaries. In the volume 50-luvun teinit (Teenagers of the fifties), we included 80-90 per cent of the original material. We made no changes to the structure, language, spelling, or punctuation of the texts. Apart from the abridgements, the diaries were published as such, with all their clumsiness and errors.

-Peter Hulme, Stephen Greenblatt, New World Encounters. Berkeley: University of California Press, 1993. xviii + 344 pp.-Nigel Rigby, Alan Riach ,The radical imagination: Lectures and talks by Wilson Harris. Liège: Department of English, University of Liège, xx + 126 pp., Mark Williams (eds)-Jonathan White, Rei Terada, Derek Walcott's poetry: American Mimicry. Boston: North-eastern University Press, 1992. ix + 260 pp.-Ray A. Kea, John Thornton, Africa and Africans in the making of the Atlantic world, 1400-1680. Cambridge: Cambridge University Press, 1992. xxxviii + 309 pp.-B.W. Higman, Barbara L. Solow, Slavery and the rise of the Atlantic system. Cambridge: Cambridge University Press, 1991. viii + 355 pp.-Sidney W. Mintz, Michael Mullin, Africa in America: Slave acculturation and resistance in the American South and the British Caribbean, 1736-1831. Urbana: University of Illinois Press. 412 pp.-Karen Fog Olwig, Corinna Raddatz, Afrika in Amerika. Hamburg: Hamburgisches Museum für Völkerkunde, 1992. 264 pp.-Lee Haring, William Bascom, African folktales in the new world. Bloomington: Indiana University Press, 1992. xxv + 243 pp.-Frank Jan van Dijk, Dale A. Bisnauth, History of religions in the Caribbean. Kingston: Kingston Publishers, 1989. 225 pp.-Gloria Wekker, Philomena Essed, Everyday racism: Reports from women of two cultures. Alameda CA: Hunter House, 1990. xiii + 288 pp.''Understanding everyday racism: An interdisciplinary theory. Newbury Park CA: Sage, 1991. x + 322 pp.-Deborah S. Rubin, Vron Ware, Beyond the Pale: White women, racism, and history. London: Verso, 1992. xviii + 263 pp.-Michael Hanchard, Peter Wade, Blackness and race mixture: The dynamics of racial identity in Colombia. Baltimore: John Hopkins University Press, 1993. xv + 415 pp.-Rosalie Schwartz, Louis A. Pérez, Jr., Slaves, sugar, & colonial society: Travel accounts of Cuba, 1801-1899. Wilmington DE: SR Books, 1992. xxvi + 259 pp.-Susan Eckstein, Sandor Halebsky ,Cuba in transition: Crisis and transformation. With Carolee Bengelsdorf, Richard L. Harris, Jean Stubbs & Andrew Zimbalist. Boulder CO: Westview, 1992. xi + 244 pp., John M. Kirk (eds)-Michiel Baud, Andrés L. Mateo, Mito y cultura en la era de Trujillo. Santo Domingo: Librería La Trinitario/Instituto del Libro, 1993. 224 pp.-Edgardo Meléndez, Andrés Serbin, Medio ambiente, seguridad y cooperacíon regional en el Caribe. Caracas: Editorial Nueva Sociedad, 1992. 147 pp.-Dean W. Collinwood, Michael Craton ,Islanders in the stream: A history of the Bahamian people. Volume One: From Aboriginal times to the end of slavery. Athens: University of Georgia Press, 1992. xxxiii + 455 pp., Gail Saunders (eds)-Gary Brana-Shute, Alan A. Block, Masters of paradise: Organized crime and the internal revenue service in the Bahamas. New Brunswick NJ: Transaction Publishers, 1991. vii + 319 pp.-Michaeline Crichlow, Patrick Bryan, The Jamaican people 1880-1902. London: Macmillan Caribbean, 1991. xiv + 300 pp.-Faye V Harrison, Lisa Douglass, The power of sentiment: Love, hierarchy, and the Jamaican family elite. Boulder CO: Westview, 1992. xviii + 298 pp.-Frank Jan van Dijk, Bob Marley, Songs of freedom: From 'Judge Not' to 'Redemption Song.' Kingston: Tuff Gong/Bob Marley Foundation / London : Island Records, 1992 (limited edition). 63 pp. + 4 compact discs.-Riva Berleant-Schiller, Veront M. Satchell, From plots to plantations: Land transactions in Jamaica, 1866-1900. Mona: University of the West Indies, 1990. xiii + 197 pp.-Hymie Rubenstein, Christine Barrow, Family, land and development in St. Lucia. Cave Hill, Barbados: Institute for social and economic studies (ISER), University of the West Indies, 1992. xii + 83 pp.-Bonham C. Richardson, Selwyn Ryan, Social and occupational stratification in contemporary Trinidad and Tobago. St. Augustine, Trinidad: ISER, 1991. xiv + 474 pp.-Bill Maurer, Roland Littlewood, Pathology and identity: The work of Mother Earth in Trinidad. Cambridge: Cambridge University Press, 1993. xxii + 322 pp.-Robert Fatton, Jr., Brian Weinstein ,Haiti: The failure of politics. New York: Praeger, 1992. ix + 203 pp., Aaron Segal (eds)-Uli Locher, Michel S. Laguerre, The military and society in Haiti. Knoxville: University of Tennessee Press, 1993. x + 223 pp.-Paul E. Brodwin, Leslie G. Desmangles, The faces of the Gods: Vodou and Roman Catholicism in Haiti. Chapel Hill: University of North Carolina Press, 1992. xiii + 218 pp.-Marian Goslinga, Enid Brown, Bibliographical guide to Caribbean mass communication. John A. Lent (comp.). Westport CT: Greenwood Press, 1992. xi + 301 pp.''Suriname and the Netherlands Antilles: An annotated English-language bibliography. Metuchen NJ: Scarecrow Press, 1992. xi + 276 pp.-Jay B. Haviser, F.R. Effert, J.P.B. de Josselin de Jong, curator and archaeologist: A study of his early career (1910-1935). Leiden: Centre of Non-Western studies, University of Leiden, 1992. v + 119 pp.-Hans van Amersfoort, Anil Ramdas, De papegaai, de stier en de klimmende bougainvillea. Essays. Amsterdam: De Bezige Bij, 1992.-Ineke van Wetering, Deonarayan, Curse of the Devtas. Paramaribo: J.J. Buitenweg, 1992. v + 103 pp.-Ineke van Wetering, G. Mungra, Hindoestaanse gezinnen in Nederland. Leiden: Centrum voor Onderzoek Maatschappelijke Tegenstellingen, Rijksuniversiteit Leiden, 1990. 313 pp.-J.M.R. Schrils, Alex Reinders, Politieke geschiedenis van de Nederlandse Antillen en Aruba 1950-1993. Zutphen: Walburg Pers, 1993. 430 pp.-Gert Oostindie, G.J. Cijntje ,Stemmen OK, maar op wie? Delft: Eburon, 1991. 150 pp., A. Nicatia, F. Quirindongo (eds)-Genevieve Escure, Donald Winford, Predication in Caribbean English Creoles. Amsterdam & Philadelphia: John Benjamins, 1993, viii + 419 pp.-Jean D'Costa, Lise Winer, Trinidad and Tobago. Amsterdam & Philadelphia: John Benjamins, 1993. xi + 369 pp. (plus cassette)

The Supreme Court has rarely considered what applicants must show to intervene as of right under Federal Rule of Civil Procedure 24(a)(2) since the Court amended the provision in 1966. This dearth of Supreme Court treatment has meant that primary responsibility for interpreting Rule 24(a)(2) has devolved upon the lower federal courts. Many of these courts and numerous commentators have recognized that it is very difficult to identify precisely what the Rule demands of those that seek to intervene of right. During much of the last quarter century, however, the federal judiciary agreed about one important proposition: Rule 24(a)(2) does not require that intervention applicants possess standing to sue. An increasing number of circuit and district courts, however, recently demanded or suggested that applicants have an "interest" greater than, or equal to, that necessary for standing or comply with certain standing requirements. Indeed, in 1986, the Supreme Court acknowledged that the "Courts of Appeals have reached varying conclusions as to whether a party seeking to intervene as of right must himself possess standing." The Court, nonetheless, expressly declined to decide whether an applicant "must satisfy not only the requirements of Rule 24(a)(2), but also the requirements of Article III." The Court's reservation of the question for future decision and the increasing disagreement among lower federal courts regarding the relevance of standing to intervention have created confusion in the application of Rule 24(a)(2). The courts' interpretations have complicated, and even precluded, participation in lawsuits by certain applicants; particularly public interest litigants, such as the National Association for the Advancement of Colored People (NAACP) and the Sierra Club. The treatment has prevented affected interests from being heard, while the federal judiciary has lost helpful expertise, information and perspectives needed to make the best substantive decisions. The invocation of standing in the intervention of right context has been inadvisable, and its effects recently have worsened. Until the Supreme Court resolves the question of standing's relevance to intervention of right, litigants increasingly will ask that federal courts find standing applicable to Rule 24(a)(2), and these requests will engender greater uncertainty, cost, and hardship. It is important, therefore, to analyze this issue. The first section of this Article explores the background and judicial application of standing to sue and the history of intervention of right. The ideas have different origins and serve dissimilar purposes, although both implicate what entities need to participate in litigation. Standing basically entails what a plaintiff must demonstrate to initiate suit and Article Ill's requirement that there be a case or controversy between the parties. In comparison, intervention of right involves what an absentee must show to participate in ongoing litigation, as to which the plaintiff has standing and whose resolution may prejudice the applicant, and Rule 24{a)(2)'s requirements that an applicant have an inadequately represented interest which will be impaired. The second part assesses the enforcement of Rule 24(a)(2) since its revision in 1966. The federal judiciary has experienced considerable difficulty in delineating exactly what applicants must demonstrate to intervene of right, but few courts have mentioned standing. Over the last decade, a growing number of judges has insisted that applicants possess an interest more substantial than, or identical to, that necessary for standing or satisfy various standing requirements. That enforcement has restricted, and occasionally prevented, the participation of public interest litigants and has deprived courts of valuable input. Until the Supreme Court resolves the issue, plaintiffs and defendants increasingly will request that judges consider standing relevant to intervention of right, and this will create mounting confusion, expense and hardship. The third section analyzes the opinions of those courts that have stated or suggested that standing implicates Rule 24(a)(2). The federal judiciary has provided little justification for the invocation of standing, and the Rule's history, language and underlying policies lend minimal support to such application. Moreover, the evaluation shows that the standing and intervention inquiries essentially are, and should remain, discrete. The courts; therefore, should sharply circumscribe their reliance on standing. These conclusions do not necessarily mean that standing is wholly irrelevant. Indeed, standing is critical to intervention of right in one sense: the policies that underlie standing help. to define the idea of a case and to identify appropriate parties to participate in litigation. A case is a vehicle for facilitating the federal judiciary's performance of its quintessential responsibilities-explicating public values in the Constitution and statutes and requiring compliance with them by governmental entities. The party structure of a case, accordingly, should include litigants that can facilitate the efficacious discharge of these judicial duties. The final part of the Article offers suggestions for future application of standing to Rule 24(a}(2). The segment recasts intervention of right jurisprudence, drawing on transformed conceptualizations of the idea of a case and of the federal judiciary's role in public' law litigation. The approach is a pragmatic, fair, and sensitive adjustment of the traditional intervention mechanism to the practicalities of modem litigation. Its implementation should enable courts to improve their substantive decisionmaking and achieve judicial economy.

The late nineteen-eighties have been the occasion for a spate of birthday celebrations in law schools around the Commonwealth. This reflects the fact that the nineteen sixties saw an enormous expansion of legal education throughout the common law world, including the foundation of many new law schools, some of them the first in a given jurisdiction, country or region. The age of majority of a law school seems almost invariably to be set at either twenty or twenty-five years. Some institutions have marked their coming of age by publishing collections of essays that in different ways reflect on the past with pride or nostalgia or disillusion. Most view the future with apprehension, largely because of the economic crisis that faces higher education in nearly all countries in the English speaking world. Four recent publications exemplify the mood. The Faculty of Law of the University of Lagos, born in 1961, celebrated its anniversary with a collection of essays on Law and Development to mark the event. Dar-es-Salaam, born within weeks of Lagos, but hardly an identical twin, produced an imaginatively conceived collection of largely autobiographical essays poignantly entitled Limits of Legal Radicalism. Two other recent publications perform similar functions for legal scholarship: the now venerable Modern Law Review marked its fiftieth birthday with an illuminating survey of the state of legal scholarship in the common law world; this exhibits the wry acceptance of lowering of sights by an ageing radical. Finally a relative youngster, the University of Trento, has published an interesting symposium on Legal Scholarship in Africa which even more clearly that other documents many of the practical constraints, political, economic and social, under which contemporary legal researchers and scholars operate, especially in the Third World. In their different ways all of these publications combine reports of significant achievements with a sense of aspirations not really fulfilled and a quiet pessimism about the future about the future. In short, the mood of many institutions on their twenties seems to be one middle-aged acceptance of second best. Nearly all of these documents have quite understandably adopted the relatively parochial standpoint of academic lawyers in university or polytechnic law schools. The central concerns are with the familiar, but narrow, issues of curriculum, scholarly output and what might be called the ideology of legal education . the much-rehearsed litany of differing approaches to academic law loosely labelled "blackletter" or "expository", "trade school", "socio-legal", "contextual", "law and development", "clinical", "skills", "critical" and so on. In this paper I propose to adopt a broader perspective in two respects: I shall look at some general trends and issues in the Commonwealth, that vast and amorphous network of countries that are loosely linked together by a shared imperial past, by the common law, and perhaps most important in the long run, by the English language: I shall interpret legal education more broody to include not only specialized education and vocational training in university, polytechnic and independent professional training schools, but also a whole range of activities from law in schools to continuing education of the judiciary at all levels; from formation of paraprofessionals to the development and retraining of specialists; and the vast but relatively neglected subject of legal education for non-lawyers, which ranges far beyond mis-named "service" teaching of law for businessmen, accountants , social workers and the police to include activities aimed at raising the consciousness of and providing practical tools for grass-roots activists, trade unionists and ordinary citizens to help them to understand and use and cope with law as it affects them in their daily lives and work. In one respect, however, my focus will be narrow: legal education (or mis-education) is delivered and takes place in many arena and contexts besides specialized law schools. It occurs in law offices, government departments, plush hotels, schools, factories, villages and the home. It is delivered by non-lawyers and the media as well as by those who call themselves law teachers. However, I shall focus on specialized law schools as the actual or potential hub of any system of legal education. In the second part of the paper I phase law schools need to take more seriously than they have done in the past the idea that they should conceived, planned, financed, and equipped to become multipurpose centres that are concerned in a sustained way with all levels of legal education in society. This argument is not new. It was advanced in a report by the International Legal Center in 1975 entitled Legal Education in a Changing World5 with which Professor Yash Ghai and I were associated. That exercise was an education for me. Since then the world, legal professions, patterns of practice, legal education and some of my own views and perceptions have changed, but largely in ways that confirm and strengthen the main themes of that report. The argument is not intended to provide a blue-print for all law schools to follow; it is rather to suggest that perceptions, discussions and decisions within the higher reaches of legal education need to take account of some far-reaching trends and a wider agenda of issues than the traditionally inward-looking discourse of legal education has encompassed.

The purpose of this study was (1) to determine the feasibility of organizing and adopting shared time programs to secure additional instruction and services for individual students of public and nonpublic schools; (2) to determine the procedures and factors necessary for successful programs; and (J) to suggest recommendations and possible approaches in the areas of financial burdens, administrative practices, and the continued experimentations of this plan . Current periodicals dealing with the development of existing shared time programs were reviewed from the Forsyth Library of Fort Hays Kansas State College and the following college libraries in Wichita: Mt. St. Mary's Convent, Wichita University, and Sacred Heart College. Questionnaires were sent out to administrators or principals of schools which were known to be engaged in sharing time for instruction. These questionnaires were sent to seven states: Kansas, Connecticut, Ohio, Iowa, Michigan, Missouri, and Pennsylvania. A total of twenty-eight or 84 per cent of the questionnaires were returned. Some administrators and principals reported more than one school sharing, thus the questionnaires represented a total of fifty schools. Replies from the questionnaires were divided into these categories: length of time in operation, administrative procedures, academic area, financial factors, and community aspects. Principals or administrators reported the schools engaging in shared time vary from many years, eighteen years, fifteen years to one year. The greatest growth has taken place in the past three years with 56 per cent of all respondents giving this time as the adoption of this plan. Administrative policies determined by cooperative efforts show that a high rate of correlation existed in the areas of disciplinary action, reporting practices, record keeping, and transportation with 16.4 per cent for each area. Guidance services represented 13 .9 per cent of all the factors and scheduling practices were represented by 13 .9 per cent of all jointly planned policies of sharing schools. Common aspects of scheduling which often create difficulties to all schools were noted by the respondents. Only in four cases did the public school administrators do all the planning of the schedules. Time conflicts between teacher and pupil schedules remained the greatest problem in scheduling practices. The traditional time schedule of fifty- five minutes was most widely used, however, four schools reported using the block while one mentioned the modular-flexible type of schedule which was thought to be more satisfactory. Academic areas which were most frequently mentioned were courses in the industrial arts field. The fifty- four times industrial arts was mentioned represented almost 33 1/3 per cent of the total sharing found in public schools. The courses in mathematics figured about 16 per cent of the programs. The home economics courses were mentioned by twenty respondents as an area of sharing. In the field of Science, Physics was listed with the greatest frequency or 3.9 per cent of the total program. Other courses were: Chemistry, General Science, and Biology. It was also revealed that fewer students selected courses in the fine arts or in the field of foreign languages. Financial factors common to these schools were found to be in the areas of burden which was assumed by the local school district in 46.9 per cent of all the responses. Only eight respondents received any remuneration for their district while extending their services and facilities to more students of the non-public schools. Also included were the various areas in which shared time programs alleviated burdens to non-public schools. Leading in these responses was the area of equipment with a 29.6 per cent. The correlations of the remaining factors was high, namely, maintenance 27.9 per cent; staff 22.1 per cent; and construction 20.4 per cent. The strengths of this program as reported included: (1) relief of the financial load of non-public schools; (2) included full use of the facilities , personnel, and maintenance in order to benefit all children of a community; (3) little, if any, additional costs to school districts; (4) acceptance of shared time without any revision of school board policies; and (5) transportation did not seem to be an added bur den . The weakness of the programs were found to be in these areas: (1) public relations programs; (2) evaluation procedures and practices; and (3) lack of financial reimbursements to local schools by the majority of states. It was found that interest on the part of legislators is evident from the fact that three times proposals have been submitted to the Senate Subcommittee on Education of the Committee on Labor and Public welfare for their study or upon their request for evidence of these programs. Finally, shared time will only be desirable to all if it protects the framework of the public school, as well as, its dignity and quality. All funds or any aid received could be handled by the public schools for administration of such programs and insuring the separation of Church and state. This, then, could well be the means of breaking the stalemate of Federal aid to education with all school children benefitting from the resources, facilities, and faculties of our American Public School System. This abstract is about 1, 200 words in length.

This book on heritage tourism utilizes a three-part structure. Part I (chapters 1-3) deals with the conservation and revitalization of heritage destinations, as well as the role local communities have in supporting an attraction. Part II (chapters 4-6) discusses the development of heritage tourism destinations as tourism products, and the communication process involving the endogenous characteristics and distinct traits pertaining to these places through non-conventional marketing pathways. Part III (chapters 7-11) introduces both theoretical perspectives on governance and stakeholder collaboration within the contexts of museums, archaeological sites and historical destinations with a focus on planning, governance models and institutional perspectives. This volume presents a range of international case studies that contribute to a better understanding of the topics outlined.

(2): Anhang zur Diplomarbeit. - 151 S., graph. Darst., Lit. S. 2-10

AGRICULTURAL, ENVIRONMENTAL & NATURAL SCIENCES SOCIAL, PEDAGOGY SCIENCES & HUMANITIES MEDICINE,VETERINARY MEDICINE, PHARMACY AND BIOLOGY SCIENCES TECHNICAL AND APPLIED SCIENCES REGIONAL DEVELOPMENT AND INFRASTRUCTURE ECONOMIC,MANAGEMENT &MARKETING SCIENCES LEGAL, LEGISLATION AND POLITICAL SCIENCES ; AGRICULTURAL, ENVIRONMENTAL & NATURAL SCIENCES SOCIAL, PEDAGOGY SCIENCES & HUMANITIES MEDICINE,VETERINARY MEDICINE, PHARMACY AND BIOLOGY SCIENCES TECHNICAL AND APPLIED SCIENCES REGIONAL DEVELOPMENT AND INFRASTRUCTURE ECONOMIC,MANAGEMENT &MARKETINGSCIENCES LEGAL, LEGISLATION AND POLITICAL SCIENCES

Through a case study addressing mosquito and vector control policies in Metropolitan France, this paper stresses the need to deconstruct the normalisation and standardisation processes at work in the manufacturing of social acceptability. The questioning guiding the underlying reflexion of this paper relates to the tensions, pluralities, and fluctuations of the justifications registers regarding the social (un)acceptability of mosquito control. The originality of this case study is due to the fact that it reveals oppositions between protagonists carrying distinct interests, but also within the various group of actors, as well as individual dilemmas. This article is based on a long term sociological study initiated in 1995, and gathering a corpus of data collected through several research programs. Thus, the data used in this paper are derived from a selection of 261 semi-structured interviews and 1093 questionnaires coming from various work. First, the analysis focuses on the influence of the sociopolitical and economical changes on the space-time fluctuations of social (un)acceptability construction. Then, it shows how the social acceptability construction processes contribute to occult the peculiarly political question of the actors' responsibility. Finally, the internal contradictions faced by the protagonists of the social (un)acceptability construction, opposing the plural injunctions of a polycephalic public power and the contradictory desires of a polymorphic population, are highlighted. ; À partir d'une étude de cas relative aux politiques de démoustication et de luttes anti-vectorielles en France métropolitaine, cet article souligne l'intérêt de déconstruire les processus de normalisation à l'oeuvre dans la fabrication de l'acceptabilité sociale. Le questionnement guidant la réflexion porte sur les pluralités, les fluctuations et les tensions des registres de justification relatifs à l'(in)acceptabilité des politiques de démoustication. L'originalité du cas analysé est que celui-ci révèle des ...

Este artículo trata con problemas que resultan de la comunicación de los resultados de investigación en las ciencias sociales. Hay diferentes modos de dar retroalimentación a los "sujetos"/"objetos" de la investigación etnográfica. ¿Cómo reciben las re/presentaciones de ellos mismos en los reportes científicos? ¿Cómo reaccionan al leer los textos que resultan de los estudios etnográficos y como replican? Una constelación típica de perspectivas entre las dos partes en la investigación es ésta: Los investigadores se acercan a un objeto de su estudio con una actidud de curiosidad sin caer bajo las mismas restricciones contextuales de tener que actuar, características del campo que investigan. Los sujetos/objetos, en cambio, tienen ciertas obligaciones prácticas en su mundo cotidiano: ellos están personalmente comprometidos con el medio social y sus actores y, por consiguiente, son "sensibles". Presento algunas de las reacciones de protección que he observado en los participantes de las investigaciones cuando se encuentran descritos en los textos científicos (ponencias, artículos) durante conferencias con una audiencia "mixta" (participantes desde la ciencia y la práctica). En estos escenarios discursivos, mostraron "reacciones" y estrategias al responder a re/presentaciones que no les gustaban. Esbozo diferentes modos de entender las interacciones entre investigador e investigados. Algunas veces se entiende la presentación de factores contextuales y condiciones de fondo características del campo como un caso de "echarse en cara los trapos sucios": en consecuencia la representación es rechazada. En cambio, en sus reportes de investigación, los investigadores "reaccionan" – algunas veces a modo de "venganza". Discuto la forma en que los investigadores pudieran tratar productivamente con las relaciones y perspectivas contradictorias y conflictivas que pueden surgir entre investigadores e investigados.