In an ever-evolving social media landscape, online communication has become more prone to the revelation of our affective states. In this study, I investigate how iterations of emotional capital, an extension of Pierre Bourdieu’s four forms of capital, shape social interaction in mediated relationships on YouTube, a platform that fosters a participatory culture. Previously, the field of media studies has devoted itself to the cognitive-behavioural effects of media consumption, allowing research on consumers’ emotionality as an influence on virtual sociality to be left behind. I attempt to elucidate the emotional footprint left by the discourse of the user comment by applying Marci D. Cottingham’s theorisation on emotional capital, paired with Ernesto Laclau and Chantal Mouffe’s Discourse Theory and by extension Discourse Theoretical Analysis expanded by Nico Carpentier et al on a sample of three sets of thirty most popular user comments, each attributed to a video by UK-based content creators Jade Bowler, Lucy Moon, and Venetia La Manna, to argue that the sociality found within their discourse is formed by the parasocial relationship the user exhibits towards the creator. Depending on the affective distance the user expressed towards the creator or to the other subscribers, different forms of emotional capital emerged - care and vulnerability derived from the address to self; inspiration, communication, encouragement stemming from the address to the community; and empathy and respect originating in the address to the creator. Thus, this study provides a novel outlook on mediated relationships in an online setting, where users actively, and more importantly, emotionally engage with themselves, their community, and the creator, to form affective social networks.

The aim of this thesis is to find out how people with an Armenian background talk about the Armenian Genocide in 1915 and how it has affected their everyday life over time until now. The study is based on six interviews and two observations. Using phenomenology and discourse theory, the material has been analyzed and discussed. Phenomenology and discursive theories have helped to connect interview and observation responses to arrive at a conclusion. The results showed that the genocide has been talked about for generations, and that it still affects people in everyday life. The responses to influence in everyday life are more individual, as everyone's identity has been affected to varying degrees. Something that came out very clearly in the study is that everyone with an Armenian background, whose family has been affected by the genocide, wants to reach justice regarding genocide recognition and they want to pass this on for generations.

In the 1990s, Sweden implemented the internationally debated school choice reform, introducing unprecedented freedom in education for students within its school system. This allowed students to attend the school of their choosing without being confined by school district. In order to maintain relevance since its inception, the reform has required several amendments to the Education Act, made over the years by a variety of governments and parliaments with differing political ideologies. Despite the political divergence of these governments and parliaments, however, the motivation behind and implementation of these amendments have shown to be quite similar across the board. From this vantage point, it is of sociological interest to investigate how free school choice is portrayed in the government's bills and the parliament’s debates when adopting changes to the Education Act during the years 1992/93, 2009/10 and 2020/21 within the various discursive fields. To do so, this study has employed  Ernesto Laclau and Chantal Mouffe's (2014) perspective on discourse theory and found three prominent discourses; the free student, the quality of the education and the diversity and segregation in the school. By examining each discourse and its signs and elements, nodal points have been identified. Through analysis of said nodal points, the study concludes that there has been a shift in the analyzed documents’ central discourse over time through discursive struggles for hegemony and the re-articulation of nodal points and elements. This highlights a possible underlying ideological and power struggle within the overarching discourse surrounding free school choice.

Syftet med denna studie var att undersöka hur kroppsövningsämnet framställs i storstadspressunder perioden 1 juli 2015 - 30 juni 2016. För att uppfylla studiens syfte utgick vi frånföljande frågeställningar: 1) Vilka och vilken typ av formuleringar framställs i samband med kroppsövningsämnet i storstadspress hösten 2015 och våren 2016? 2) Vilka diskurser framträder ur dessa formuleringar och vilka kopplingar finns till tidigare identifierade ämnesdiskurser? 3) Vilka kopplingar kan identifieras mellan framställda diskurser och analyserade artiklar, med avseende till skribentens yrke, citerade/refererade personer, typ av artikel och kroppsövningsämnets benämning? Metodvalet i studien var diskursanalys. Källmaterialet inhämtades från en databas som samlar all svensk tryckt press. Insamlingen skedde genom användandet av sökord beståendes av olika benämningar på kroppsövningsämnet. Storstadspress är en kategorisering som innehåller tidningar med säte i Stockholm, Malmö och Göteborg. Insamlingen, urvalet och analysförfarandet strukturerades utifrån fem kategoriseringssteg. Studiens slutgiltiga urval var 63 artiklar. Diskursteorin kombineras med dagordningsteorin, vars utgångspunkt är att massmediernas dagordning speglar allmänhetens dagordning. Formuleringar framställda i samband med kroppsövningsämnet handlade bland annat omförebyggandet av sjukdomar, att andra skolämnen gynnas, att ämnet innehåller fysisk aktivitet och olika idrotter samt att ämnets utformning leder till mobbning och utanförskap. Utifrån formuleringarna identifierades fyra diskurser: Rörelse- och aktivitetsdiskursen (beståendes avfem underdiskurser), Exkluderingsdiskursen, Kost- och välbefinnandediskursen samt Säkerhetsdiskursen. Rörelse- och aktivitetsdiskursen är den mest återkommande och regelbundna diskursen. Idrott är den mest förekommande benämningen på ämnet. Slutsatserna i studien är att allmänheten prioriterar elevers rörelse och aktivitet som kroppsövningsämnets viktigaste uppdrag, att ämnet inte betraktas som ett kunskapsämne, att ämnets aktiviteter antas bestå av idrotter och andra tävlingsaktiviteter, att ämnet tillskrivs en kultur där maskulin norm råder, att tävlingsbetingade aktiviteter anses reproducera denna kultur, att ämnets aktivitet antas syfta till att stärka samhället. Det finns en diskrepans mellan allmänhetens föreställningar och ämnesplanernas syfte. / The aim of this study was to examine the metropolitan press representations of Physical education during the period 1 July 2015 - 30 June 2016. We raised the following questions, in order to fulfill the aim of the study: 1) Which – and what kind of terms are produced in connection with Physical education in the metropolitan press in the autumn of 2015 and the spring of 2016? 2) Which discourses emerges from these terms and which connections emerge in comparison to previously identified discourses? 3) What connections can be identified from the discourses and the analyzed articles, in regard to the author's profession, the quoted/referenced persons, the type of article and the designation of the school subject The chosen method of the study was discourse analysis. The source material was obtained from a database that gathers all printed press in Sweden. The collection was made through the use of keywords consisting of different designations for Physical education. Metropolitan Press is a categorization consisting of newspapers based in Stockholm, Malmo and Gothenburg. The collection, selection and analysis procedure was structured on the basis of five steps of categorization. The final selection of the study was 63 articles. The Discourse Theory was combined with the Agenda Setting Theory, whose starting point is that the agenda of the media reflects the agenda of the public. Terms produced in correlation with Physical education included among others the prevention of diseases, the benefit for other school subjects, the content of physical activity and sports in the subject and the content of bullying and exclusion caused by the setup of the subject. Based on these terms, four discourses could be identified: the Discourse of Movement and Activity (consisting of five sub-discourses), the Discourse of Exclusion, the Discourse of Diet and Wellbeing and the Discourse of Safety. The Discourse of Movement and Activity is the most frequent and regular discourse. Sports is the most common designation for Physical education. The conclusions of the study are the following: the public prioritize students' movement and physical activity as the most important mission of the subject, the subject is not considered to be an educational subject, the activity of the subject is assumed to consist of sports and other competitive activities, the subject is assumed to contribute to a culture in which masculine norm prevails, the competitive activities are considered to reproduce this culture, the activity of the subject is considered to aim for the strengthening of the society. There is a discrepancy between public interpretation and the purpose of the curriculums.

I läroplanen framgår att rektor har ett särskilt ansvar för att lärare ska få den kompetensutveckling som krävs för att de ska kunna utföra sitt uppdrag på ett professionellt sätt. Detta får givetvis konsekvenser för rektors arbete. Syftet med studien är att studera rektors föreställningar och strategier gällande lärares kompetensutveckling. Frågeställningarna berör de föreställningar som framträder när rektorer beskriver lärares kompetensutveckling och vilka strategier har rektor för att verkställa lärares kompetensutveckling? Diskursanalys har använts som teoretisk och metodologisk utgångspunkt. Sex intervjuer av rektorer i grundskolan har genomförts vilket också varit en totalundersökning för en kommunal huvudman. Resultatet visar att rektors föreställningar centreras kring att utveckla undervisningen i klassrummet, skolans kultur och kollegialt lärande.  För att få till en skolkultur som tar sig an kollegialt lärande behöver rektor använda sig av strategier exempelvis genom att lobba för att motivera lärarna till aktuell kompetensutveckling, men också genom att modellera och leva som man lär. Studien visar en tendens till att rektorer placerar lärares kompetensutveckling inom skolutvecklingsdiskursen. Detta får följder som att rektor behöver få till en skolkultur som möjliggör kollegialt lärande för skolutveckling. / The curriculum in Sweden states that the principal has a special responsibility for ensuring that teachers receive the competence development required for them to be able to carry out their assignment in a professional manner. This of course has consequences for the principal’s work. The purpose of the study is to study the principal's conceptions and strategies regarding teacher competence development. The questions are which perceptions emerge when principals describe teachers' competence development and which strategies does the principal have to implement teacher competence development? Discourse analysis has been used as a theoretical and methodological framework. Six interviews of principals in compulsory school have been conducted, which has also been a total survey for a municipality. The result shows that the principal's conceptions are centred on developing the teaching in the classroom, the school's culture and professional learning. In order to get a school culture that takes on collegial collaboration, the principal needs to use strategies, for example by lobbying to motivate the teachers to upcoming competence development, but also by modelling and practice what is preached. The study suggests that principals recognize teacher competence development as part of a school development discourse. Consequently, a school culture allowing professional learning, needs to be established.

Die vorliegende Arbeit skizziert eine materialistische Antwort auf die Frage, welche gesellschaftliche Bedeutung Sprache hat, in welchem Sinne sie Bedingung für und inwiefern sie in Abhängigkeit von gesellschaftlichen Strukturen ist. Den Rahmen bildet die materialistische Geschichtsauffassung und Gesellschaftstheorie. Sie wird zunächst in ihrer Ausarbeitung durch Marx und Engels ohne Verbindung mit einer entwickelten materialistischen Sprachtheorie eingeführt. Es folgt ein Gang durch sprachtheoretische Fragestellungen, die unterhalb der gesellschaftstheoretischen Ebene angesiedelt sind: Wittgensteins Auffassung der Sprache als Regelfolgepraxis wird als Idealismuskritik des Abbildungsparadigmas in der Sprachphilosophie gedeutet, anhand der Kulturhistorischen Schule der russischen Psychologie wird Sprache als Orientierungsmittel und materielle Basis komplexerer Zwecksetzungen bestimmt und schließlich an Brandoms pragmatistischer Rekonstruktion der logischen Gliederung der Sprache die Stellung innersprachlicher Regelstrukturen diskutiert. Die gesellschaftliche Ebene wird im letzten Kapitel anhand von materialistischen Gesellschaftstheorien der Sprache (Gramsci), der Ideologie (Projekt Ideologietheorie) und des Diskurses (Fairclough) wieder aufgenommen und mit den Resultaten der vorangegangenen Kapitel vermittelt. Dabei wird die zuvor entwickelte Bestimmung der Sprache als Mittel der Orientierung und Zwecksetzung im Verhältnis zu nichtsprachlichen gesellschaftlichen Strukturen und ihrer historischen Besonderung entfaltet. / The text provides an outline of a materialist answer to what significance language has in relation to society, in which sense it is a condition for and in how far it is dependent on social structures. The materialist notion of history and materialist social theory serve as theoretical framework. They are first introduced as developed by Marx and Engels without any relation to a full-fledged materialist language theory. In a second step problems of language theory below the level of social theory are tackled: Wittgenstein‘s concept of language as a praxis of rule-following is interpreted as a critique of the idealism that informs the representation paradigm in language philosophy; following the cultural-historical psychology language is defined as means of orientation and material basis for complex goal setting; Brandom‘s pragmatist reconstruction of the logical structure of language serves as background for discussing the status of immanent rule structures of language. The social level is then taken up again and mediated with the results of the discussion of sub-social language theories by drawing on materialist social theories of language (Gramsci), of ideology (Projekt Ideologietheorie), and of discourse (Fairclough). The definition of language as a means of orientiation and goal setting is developed in its relation to non-language social structures and their historical specificity.

[pt] A teoria do direito civil-constitucional tem como um dos seus postulados fundamentais a superação da dicotomia público/privado, como forma de submeter o Código Civil à hierarquia de princípios e valores presente na Constituição Federal. A transposição dessas fronteiras, todavia, acarreta uma verdadeira revolução no direito civil, pois a teoria clássica, em larga medida, considera - ainda que não declaradamente - o direito civil em situação de superioridade hierárquica, atribuindo a prevalência axiológica à vontade individual. Esta mudança de perspectiva traz ainda uma série de problemas, especialmente quanto à sua fundamentação. Para que o direito civil- constitucional não caia na armadilha de fundamentar a socialidade do direito civil tão somente no aspecto formal da hierarquia das leis, ou no aspecto ideológico de fazer pender a balança para o caráter social frente à vontade individual, cumpre reconhecer que a própria relação entre individualização e socialização se explica pela tensão entre os dois campos (público/privado) e não pela disputa entre eles. Para tanto, pretende-se elaborar esta tensão a partir da Teoria do Discurso, de Jürgen Habermas, aplicada ao direito, o que demanda uma fundamentação do direito civilconstitucional distinta das que contemporaneamente se apresentam. / [en] One of the main elements of the civil-constitutional approach to private law is the overcoming of the Public/Private dichotomy, as a way of subduing the Civil Code to the hierarchy of values contained in the Constitution. The crossing of these borders causes a true revolution in the private law because the classic theory usually considered the private law in a superior position in regard of the Constitution; the individual values prevailing over the social ones. This change of perspective brings out problems in regard to its foundation. The civilconstitutional theory must avoid the trap of justifying the sociality of the nonpatrimonial private law in the necessity of making social prevailing over individual. It is necessary to acknowledge that there is a tension - but not a conflict - between individualization and socialization. In this order, this dissertation intends to establish this tension through the application of the Discourse Theory of Jürgen Habermas in Law - a distinguished foundation of the civil-constitutional approach to private law.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-08-08T13:28:15Z No. of bitstreams: 1 RenataAfonsoFerreiraMadeiraMadrugaDissertacao2018.pdf: 1228352 bytes, checksum: 282fcd565dc1a0ef03d49106ffbbb562 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-08-08T13:28:44Z (GMT) No. of bitstreams: 1 RenataAfonsoFerreiraMadeiraMadrugaDissertacao2018.pdf: 1228352 bytes, checksum: 282fcd565dc1a0ef03d49106ffbbb562 (MD5) / Made available in DSpace on 2018-08-08T13:28:44Z (GMT). No. of bitstreams: 1 RenataAfonsoFerreiraMadeiraMadrugaDissertacao2018.pdf: 1228352 bytes, checksum: 282fcd565dc1a0ef03d49106ffbbb562 (MD5) Previous issue date: 2018-06-29 / This dissertation presents a communication approach to the understanding of the organizational strategy of a public institution of education in the Federal District, based on the systemic theory of Niklas Luhmann and the discursive theory of Eliseo Verón. This systemic-discursive perspective enabled the exploration of communication elements, which were articulated in a theoretical model aimed at understanding the strategy called the Communicational Decisional Network, and in this context, the organization was understood as a social system constituted by communication in the form of a decision. The objective was to understand, principally, what the meanings of strategy are and how it is (re) constructed in communication. To do so, we conducted a qualitative research, through a case study, with individual interviews and document analysis, which took into account aspects of the organization's strategy. From the communication elements such as decision, identification, institutionalization, mediation, organizational culture and organizational communication, it was possible to understand which decisions were revealed in the texts analyzed. The decisions go through these discourses revealing an authoritative and formal dynamic of organizational communication in parallel with the informal dimensions including the diverse perceptions of the different actors involved in the strategic process. However, it is worth mentioning that with the analysis of the data from the communicational decision network it was possible to reaffirm the possibility of thinking about the organizational strategy and how it is carried out within the scope of the researched scenario. / Esta dissertação apresenta uma abordagem comunicacional para a compreensão da estratégia organizacional de uma instituição pública de ensino do Distrito Federal, fundamentada na teoria sistêmica de Niklas Luhmann e na teoria discursiva de Eliseo Verón. Essa perspectiva sistêmico-discursiva possibilitou a exploração de elementos comunicacionais, que foram articulados em um modelo teórico voltado para a compreensão da estratégia chamado Rede Decisória Comunicacional, e nesse contexto, a organização foi compreendida como um sistema social constituído por comunicação em forma de decisão. O objetivo foi compreender, principalmente, quais os sentidos da estratégia e como a mesma é (re) construída em comunicação. Para tanto, realizamos uma pesquisa qualitativa, por meio de um estudo de caso, com entrevistas individuais e análise de documentos, que levaram em consideração aspectos da estratégia da organização. A partir dos elementos comunicacionais como a decisão, a identificação, a institucionalização, a mediação, a cultura organizacional e a comunicação organizacional, foi possível compreender quais decisões foram reveladas nos textos analisados. As decisões atravessam esses discursos revelando uma dinâmica autorizada e formal da comunicação organizacional em paralelo com as dimensões informais incluindo as diversas percepções dos diferentes atores envolvidos no processo estratégico. No entanto, vale ressaltar que com a análise dos dados a partir da rede decisória comunicacional foi possível reafirmar a possibilidade de pensar a estratégia organizacional e como ela se realiza no âmbito do cenário pesquisado.

Made available in DSpace on 2016-12-23T14:21:18Z (GMT). No. of bitstreams: 1 Fernando Mota Monteiro.pdf: 1050639 bytes, checksum: cb577882b5ce52a0ae23fc3a8b0761ae (MD5) Previous issue date: 2013-10-22 / O Conselho Universitário da Universidade Federal do Espírito Santo (Ufes) é o órgão deliberativo máximo da instituição. Sua composição obedece à Lei 5.540/1968, que determina o percentual mínimo de 70% do número de seus membros formado por servidores do corpo docente, o que tende a ocasionar disparidades entre a força política da categoria docente e da categoria dos servidores técnico-administrativos em educação, fator que possui o potencial de desequilibrar democraticamente as decisões baixadas pelo referido Conselho. Como forma de atenuar tais diferenças, aponta-se a implantação de ferramentas de transparência administrativa, visando à realização de auditorias sociais e à ampliação democrática do equilíbrio de forças entre as categorias, em alusão à Teoria do Discurso de Jürgen Habermas. A Teoria apregoa que a participação do coletivo junto à administração pública produz discursos melhor fundamentados, debatidos e democraticamente mais abrangentes, e defende que a forma de participação deliberativa deve ser realizada por meios institucionalizados. Para que tal teoria seja aplicada, é essencial que o acesso às informações seja amplo, a fim de proporcionar, à comunidade universitária, meios para acompanhar o dia a dia do Conselho. Por meio da realização de pesquisas documentais, constatou-se que o site do Conselho Universitário da Ufes atende irrisoriamente ao disposto pela Lei 12.527/2011, a chamada Lei do Acesso à Informação, o que corrobora para que os processos decisórios do órgão colegiado continuem imersos na cultura do segredo. Também foi constatado que o Conselho Universitário da Universidade Federal de Santa Catarina (UFSC) obedece plenamente à Lei, e configura-se como um exemplo de boas práticas, principalmente no que se refere às informações disponíveis em seu site, o qual disponibiliza a transmissão ao vivo de suas sessões. Por meio de entrevistas junto aos servidores ligados diretamente aos Conselhos Universitários da Ufes e da UFSC, foi realizada uma análise comparativa sistematizada, que concluiu que, mesmo havendo hegemonia do corpo docente nas duas instituições, o nível de debate junto ao colegiado da UFSC é considerado democrático, enquanto na UFES é apontada predominância da categoria docente sobre as discussões, e que, na UFSC, a comunidade universitária se interessa pelos assuntos tratados pelo colegiado superior, enquanto na Ufes a resposta é a oposta. A partir dessas análises, foi proposta uma plataforma de ação a ser implantada pela administração da Ufes visando à melhoria do acesso à informação por meio do site do Departamento de Administração dos Órgãos Colegiados Superiores, contando com uma ferramenta de transmissão ao vivo das sessões de seu Conselho Universitário que contempla a participação da comunidade universitária, em tempo real, durante a discussão de determinados pontos de pauta. Tendo como base o referencial teórico, as pesquisas realizadas e as análises inferenciais, concluiu-se que a abertura das sessões do Conselho Universitário da Ufes ao público, contemplando o direito à fala por parte da comunidade universitária, possui o potencial de ampliar a característica democrática de suas decisões, e que tal potencial pode ser mensurado quantitativamente a posteriori, a partir de sua aplicação por meio de pesquisas de opinião / The University Council of the Federal University of Espírito Santo (Ufes) is the highest deliberative body of the institution. Its composition obeys the Law 5.540/1968, which determines that 70% of its members must belong to the faculty, fact that tends to lead to disparities between the political strength of the teaching category and the category of technical and administrative educational employees, a factor that has the potential to destabilize democratically decisions issued by the Council. In order to mitigate such differences, points up the implementation of administrative transparency tools, to provide social audits and expand democratic balance of forces etween the categories, in allusion to the Jürgen Habermas/ Discourse Theory . The theory proclaims that the participation of the collective within the government produces better reasoned speeches, more debated and democratically more embracing, and argues that the deliberative participation must be performed by institutionalized means. For this theory to be applied, the access to information must be broad, to provide means for the university community to monitor the Council s everyday. By conducting documentary research, was found that the Ufes University Council/ s website obeys poorly the provisions of Law 12.527/2011, commonly named Access to Information Law , which confirms that the decision-making processes of the collegiate body remain immersed in a secrecy culture . It was also noted that the Federal University of Santa Catarina/ s (UFSC) Councyl fully complies the mentioned law, and sets up as an example of better-practices, particularly related to the available information posted on its website, which provides the live streaming of their sessions. Through interviews taken with the employees directly bounded to the Ufes and UFSC/ s University Councils, a systematic comparative analysis has been conducted, which concluded that, even with the hegemony of the faculty at both institutions, the debate level in UFSC/ s collegiate is considered more democratical, while in UFES was pointed the predominance of teaching category in the discussions, and that, at UFSC, the university community is considered interested in the issues addressed by the collegiate, while in Ufes the answer is the complete opposite. From these analyzes, has been proposed an action platform to be implemented by the Ufes/ administration, aimed at improve access to information through the website of the Superior Collegiate Bodies Administration Department, with an inclusion of live broadcast of the University Council/ s sessions and a participation tool for the university community, live also, during the discussion of some points of the Council/ s agenda. Based on the theoretical framework , on the conducted research and on the inferential analysis, it was concluded that the Ufes/ University Council sessions opening to the public, contemplating the right to speak by the university community, has the potential to expand the democratic characteristic of it s decisions, and that this potential can be quantitatively measured, retrospectively from this study/ s application, by opinion polls

<p>The aim of this study is to identify, map and understand the anthropology – the science of man – that can be distinguished in foreign news pages in Swedish daily papers. Concepts of nationality, ethnicity and gender are crucial parameters in this anthropology. Foreign news can be regarded as a textual system in which form and content interact to create its own object of knowledge: the Other, or rather, the Others. Thus, the relationship between foreign news as a textual system and foreign news as anthropology is central to this dissertation.</p><p>The years 1987, 1995 and 2002 have been selected for examination on the following grounds: 1987 belongs to the cold war era; 1995 belongs to the post-cold war era, and is also the year when Sweden joined the EU; and 2002 belongs to the era defined by the events of September 11 2001. A quantitative and qualitative analysis of a total of 1,162 foreign news articles published during one week in each year, was carried out. The qualitative analysis consists mainly of discourse analysis. Foucault’s discourse theory constitutes the theory of knowledge in the study. It is combined with Barthes’ theory on myths as well as postcolonial and other theories on nationality, ethnicity and gender and the representation of these aspects in journalism and elsewhere.</p><p>Discourse type is a central concept in the analysis. Discourse types resemble subgenres, but are specifically defined by certain perspectives. Other defining aspects are voices, style, mode of address and closeness/distance to an event/a development. Seven discourse types that constitute the order of the discourse in foreign news pages were identified in this study: On location narratives, Elite event reports, Catastrophe event reports, Situation reports, Commentaries, Picture paragraphs and Quotation paragraphs. The representation of different regions of the world, of different nationalities and ethnicities, and of men and women, are related to these discourse types throughout the study.</p><p>The anthropology of foreign news establishes vast differences between people. These differences depend on regions, spheres in society, gender and skin colour. They also depend on the textual setting, i.e. the discourse type. Some regions, like Western Europe, USA, the Middle East and North Africa, are always centred. Others, like South America and parts of Africa, are practically ignored. Women are also ignored, hence “othered” by exclusion. When women do appear, this occurs in discourse types which exoticize them concerning gender as well as nationality/ethnicity. Women with darker skin are generally more negatively represented, compared to “white” women. The ruling groups, normally represented by men, appear as quite alike around the world. They are not exoticized and generally speak for themselves. However, powerful men from the Middle East and North Africa and from the (former) Soviet Union are treated differently and represented as threats, sometimes even as tabooed.</p><p>All these aspects stand out as relatively stable during the research period. Differences in the order of discourse consist mainly of an increase of exoticizing perspectives and of the use of pictures — both of which correspond to a relative increase of women — and of a simultaneous decrease of plain, scanty reports and increase of explicitly subjective articles. International aspects also increase over the years. However, this undermining of the hegemony of the nation on the foreign news pages, still exists within the discourse of the nation. The idea of the nation still limits the understanding of the world. In a similar way, the explicitly subjective articles increase within the discourse of journalistic objectivity. This is an interesting and thought-provoking paradox in the genre of foreign news.</p>