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The Industrial Revolution: A Watershed in Human Society in Charles Dickens’s Hard Times
(UNIVERSITY OF AIN TEMOUCHENT, 2026) RADJA, Mohamed Aymain; LAOUFI,Samira
This dissertation examines Charles Dickens’s
“Hard Times” as a powerful literary response to the Industrial
Revolution and its profound transformation of human society. By portraying industrial England as a space of
mechanical routine, emotional repression, and social inequality, Dickens presents industrialization as a
watershed that reshaped not only economic structures but also human relationships, moral values, and
individual identities. Drawing on historical and socio-critical perspectives, this study explores how
utilitarian ideology and industrial capitalism contribute to dehumanization, class division, and emotional
alienation. Through an analysis of setting, characterization, and narrative technique, the dissertation argues
that Dickens critiques the reduction of human life to facts, profit, and productivity, while advocating
imagination, empathy, and social responsibility as necessary correctives. Ultimately,
“Hard Times” is shown
to be a moral and social indictment of industrial modernity whose concerns remain relevant in contemporary
societies shaped by technological and economic rationalism.
Travellers’ Stories: Lived Mobility, Survivor’s Guilt, and Explorer’s Relief in Wamariya’s The Girl Who Smiled Beads and Strayed’s Wild
(UNIVERSITY OF AIN TEMOUCHENT, 2026) DERFOUF,Sarrah; HASSAIENE,Zahéra
This dissertation provides a comparative analysis of involuntary movement and voluntary
travel, and the contrasting effects and lasting outcomes of both trajectories, through Clemantine
Wamariya’s The Girl Who Smiled Beads (2018) and Cheryl Strayed’s Wild (2012). This
Research serves as a bridge linking mobility to context by contrasting voluntary and involuntary
journeys, a comparison scarcely considered in previous studies. Theories and concepts,
including Cresswell’s theory of mobility and space, Bruner’s storytelling, O’Connor’s
survivor’s guilt, and Spencer’s survival of the fittest, were used. The research looks into how
both memoirs convey the controversial meanings of mobility and its ambiguous aftermath. It
determines that Clemantine Wamariya’s The Girl Who Smiled Beads reveals the burden of
travel in war and survival contexts, while Cheryl Strayed’s positive accounts of her journey
capture the transformative nature of travel through her personal rebirth in her memoir Wild. The
comparative analysis of these stories communicates the importance of viewing travel in
different lights, namely; survival, struggle, trauma and loss.
Travel as a Journey of Healing and Self-Transformation in Elizabeth Gilbert's Eat, Pray, Love
(UNIVERSITY OF AIN TEMOUCHENT, 2026) KSAL,Louiza; BELAHMAR LOUAZANI,Assya
Elizabeth Gilbert’s Eat Pray Love (2006) stands as a significant contribution to contemporary
autobiographical and travel literature. The memoir narrates a deeply personal process of
healing and self-discovery following divorce and emotional upheaval. This research examines
how travel functions as a transformative process of healing and identity reconstruction,
drawing on feminist theory and autobiographical approaches. Gilbert’s journeys through Italy,
India, and Indonesia represent distinct phases of personal growth: rediscovering pleasure,
engaging in spiritual reflection, and achieving balance and self-acceptance. The work also
interrogates traditional expectations of women, highlighting themes of independence and self-
empowerment. Additionally, the study emphasizes storytelling as a therapeutic act, illustrating
how autobiographical narrative can facilitate emotional understanding and personal growth.
Ultimately, Eat Pray Love emerges not only as a travel memoir but as a story of healing,
resilience, and evolving identity
عملية إتخاذ القرار و تأثيرها على أداء الموظفين داخل المؤسسة التربوية الجزائرية: دراسة سوسيو ميدانية بالمدرسة الإبتدائية "مكاوي عائشة" بحاسي غلة ولاية عين تموشنت
(UNIVERSITY OF AIN TEMOUCHENT, 2026-06-17) إبتسام ،حدو; حفيظة، قباطي
This study aims to analyze the impact of participatory decision-making on the
performance of educational actors within Algerian educational institutions through a field
study conducted at “Mekkaoui Aicha” Primary School in Hassi El Ghella, Ain Temouchent
Province. The study is based on the following main question: How does the decision-making
process affect employees’ performance within Algerian educational institutions?
This research falls within the field of Sociology of Work and Organization, considering
that administrative decision-making is not merely a technical procedure, but rather a social
and organizational process closely linked to power relations, professional recognition, and
organizational communication within the institution. The study also sought to understand how
participatory practices generate motivation, belonging, and professional integration, in
contrast to the effects of centralized and individual decision-making practices on educational
actors.
The study adopted a qualitative approach using the case study method. Semi-structured
interviews were employed as the main data collection tool, based on a purposive sample
consisting of educational and administrative staff members within the institution. The
research was theoretically grounded in several sociological and organizational approaches,
particularly the Theory of Communicative Action developed by Jürgen Habermas, the Theory
of Recognition by Axel Honneth, as well as organizational perspectives developed by Michel
Crozier and Pierre Bourdieu.
The findings revealed that participatory decision-making contributes positively to
improving job performance, strengthening professional motivation, and reinforcing the sense
of belonging and recognition within the educational community. The results also showed that
involving educational actors in decision-making processes generates voluntary commitment
and collective responsibility while enhancing trust and professional solidarity within the
institution. Conversely, centralized or symbolic participation leads to reduced motivation and
feelings of exclusion and marginalization, negatively affecting the organizational climate and
professional performance.
The study further demonstrated that educational institutions experience a tension
between participatory discourse and actual practice, as participation often remains formal and
limited due to the persistence of administrative centralization. Nevertheless, formal and
informal communication spaces within the institution constitute arenas for understanding and
symbolic negotiation among different actors.
The study concludes that building an effective educational institution cannot rely solely
on laws and administrative procedures, but rather requires the establishment of a participatory
culture based on dialogue, recognition, and organizational justice. Such an approach enables
the educational community to function as a cohesive collective actor capable of achieving
both educational and organizational effectiveness.
Cultural Displacement and Identity Loss in Tayib Salih’s Season of Migration to the North
(UNIVERSITY OF AIN TEMOUCHENT, 2026) MOULAY MELIANI,Asmaa; YAHIA,Fatima
This dissertation provides a textual analysis of the complex relationship between cultural
displacement and identity loss within a postcolonial framework, focusing on Tayib Salih’s
novel Season of Migration to the North. Conceptual and theoretical frameworks, including
Edward Said’s Orientalism and Homi Bhabha’s Hybridity, unhomeliness and In-between
condition, were employed. The research explores how cultural displacement and movement
between two cultures can affect an individual’s sense of self, giving rise to alienation, isolation
and internal struggles. It concludes that the novel depicts identity loss as a direct effect of
cultural displacement, as strongly illustrated by the character of Mustafa Saeed. These
narratives reveal that identity is fractured, divided, and constantly lost due to colonial influence.
This examination emphasises the lasting effects of colonialism on postcolonial individuals and
their identities, exposing these as unsettled struggles.