Uppsatsen är en text- och bildanalys där vi analyserar Barna Hedenhös upptäcker Amerika (1950) ur ett postkolonialt perspektiv. Syftet med denna uppsats är att undersöka hur den amerikanska ursprungsbefolkningen porträtteras i Barna Hedenhös upptäcker Amerika (1950) samt vilka didaktiska möjligheter och utmaningar som boken erbjuder i undervisningssammanhang. Ett vidare syfte är att diskutera om det är möjligt att använda sig av Barna Hedenhös upptäcker Amerika (1950) i undervisningssammanhang givet den värdegrund som skolan vilar på och ska förmedla. Metoden som används är text- och bildanalys med ett kvalitativt och postkolonialt teoretiskt anslag. Resultatet av analysen visar på att boken i förhållande till det postkoloniala arvet förstärker bilden av den “imaginära indianen” genom västerländska och eurocentriska värderingar. Som exempel upptäcktes rent rasistiska och stereotypa illustrationer och formuleringar i boken. På grund av detta blir således boken intressant för ett normkritiskt arbete i skolan.

Utgångspunkten för denna studie är hur normativa beskrivningar av konsthistoria i ett bildläromedel riskerar att reproducera historiska och nutida föreställningar om skillnader mellan ”vi” och ”de andra”. Syftet med studien är att undersöka vilka diskurser om vithet och eurocentrism i bildämnet som synliggörs i läromedel samt att utmana hegemoniska diskurser om vithet och eurocentrism. Som underliggande teoretiskt och metodologiskt ramverk för studien ligger poststrukturalism som betonar språkets meningsskapande funktioner. Materialet som bearbetats och analyserats genom diskursanalys och gestaltande metoder är ett urval av texter och bilder från ett kapitel om konsthistoria i ett förlagsproducerat bildläromedel som riktar sig mot årskurs 7-9. Resultatet av analysen visar att läromedlet reproducerar en eurocentrisk diskurs genom makttekniker som isärhållning. Europeisk konsthistoria upphöjs och separeras från resten av världen genom den övergripande strukturen men framför allt genom språkhandlingar i både text och bild som framställer övriga världen som ”den andre”. Slutsatsen är att läromedlet i sin nuvarande form kan ses som problematiskt ur ett inkluderande och antirasistiskt perspektiv. Lärare kan dock granska läromedel kritiskt och använda pedagogiska strategier som att juxtapositionera historiska bilder från olika delar av världen för att utforska och synliggöra visuella och kulturella likheter snarare än skillnader. På så sätt kan lärare och elever skapa sprickor och läckage i diskursen vilket i sin tur kan skapa förutsättningar för delaktighet och inkludering i bildundervisningen.

Uppsatsen är en text- och bildanalys där vi analyserar Olles skidfärd (2017) ur ett postkolonialt litteraturperspektiv. Syftet med uppsatsen är att undersöka hur porträtteringen av samerna och deras miljö i text och bild framställs i jämförelse med den icke-samiska karaktären Olle och hans miljö, i Elsa Beskows Olles skidfärd (2017). Vidare kommer resultatet av den litterära analysen att ligga till grund för en diskussion om bokens didaktiska potential. Den metod som använts är text- och bildanalys med ett kvalitativt och postkolonialt litteraturteoretiskt anslag. Resultatet av analysen visar att boken upprätthåller rasistiska och eurocentriska föreställningar av samer. Som exempel kommer dessa föreställningar till liv genom den kulturella essentialism som är genomgående i nästan hela boken. På grund av detta blir boken intressant att diskutera utifrån dess didaktiska potential.

The increased multiculturalism and globalization in both Sweden and Swedish classrooms poses new demands on history education. This knowledge overview aims to answer questions regarding Eurocentrism, one in which we dive into the consequences of the eurocentric history view and the other where we look into alternative methods to work with or against Eurocentrism in history education. The Methods to execute this knowledge overview was through a systematic search for relevant research, in which the databases Swepub och Google Scholar was used. The collected material was also supplemented with material given by a professor at Malmö University. The result in this overview conveys that there is in fact an eurocentric view in the Swedish curriculum and in history textbooks, which reflects the education that some teachers conduct. It leads to limited history knowledge and therefore are the pupils not given an equitable education. Furthermore, the presence of Eurocentrism in history education leads to structural discrimination and symbolic violence against students of ethnic backgrounds other than Swedish, as their own experiences and identities are disregarded and excluded. Regarding the second question, research outlines various methods for teachers to address and approach Eurocentrism in education. These methods tackle Eurocentrism differently, including approaches like historical self-reflection and incorporating additional narratives. Most of the methods have their own set of pros and cons, requiring adaptation based on the student composition within the classroom.

This dissertation explores the integration of Buddhism and the practice of mindfulness into Western psychotherapy, starting with a sketch of the cultural and historical factors that shaped the beginnings of these institutions, and gives consideration to some of the major themes that have influenced the development of both psychotherapy and Buddhism which have given rise to the current proliferation of interest in Buddhism and mindfulness in the West. A secondary objective is to give voice to the obstacles, criticisms and concerns that have challenged the integration of Buddhism in the West, particularly in the amplification of mindfulness practices, which in having been appropriated into Western culture, have met with consumerism, competition and a culture of narcissism, all of which have subjected the practice of mindfulness to commodification and commercialisation. A revisiting of the original practices of Theravāda Vipassanā meditation to gain a deeper understanding of its original practices opens discussion around how Buddhism could then be selectively adapted, modified and reinterpreted to fit in with mainstream Western psychology, not as a religion, or as a philosophy, but rather as psychotherapy with a defined model and categorisation within a constructivist postmodernist epistemology. A third objective is to critically explore a detailed application of mindfulness as it is currently being applied alongside existing Western psychotherapy to ascertain its true efficacy in a clinical therapeutic context. Finally this dissertation highlights the need to move beyond the Eurocentrism in psychoanalysis by the automatic, unquestioning pathologising and marginalisation of religion and spirituality on the one hand; to the other of Orientocentrism as deification and idealisation of religion and the spiritual quest, on the other hand. / Religious Studies and Arabic / M.A. (Religious Studies)

The aim of this study is to analyze whiteness in textbooks for civics. The study is executed through a text analysis of two textbooks in civics for upper primary school in Sweden. In this approach a postcolonial theoretical framework is used which is thoroughly presented, after which resulted in two analytical models. One model was used to identify binary dichotomies, while the other consisted of five questions that aimed to highlight patterns regarding whiteness in the textbooks. One of the most important contributions of the postcolonial theory was the visualization of the links between historical colonialism and contemporary societal problems such as various forms of racism and discrimination. On these grounds, the theory was chosen. The result showed a partly problematic presentation in the textbooks.

Authors: Karin Lindberg & Erika Losciale Title: The West and the Rest Level: BA Thesis in Media and Communication Studies Location: Linnaeus University Language: Swedish In today's media, the use of stereotypes and simplifications of the world and of different groups are common. It is a part of how humans make sense of the world. The problem is that these simplifications tend to encourage false notions of reality. The way charities communicate in advertising is important in order to engage the audience to donate. This study aims to examine how the non-profit organization SOS Barnbyar Sverige portray underprivileged individuals in their commercials. We have chosen to focus on two different commercials in relation to the ongoing refugee crisis in Europe. The first commercial has no relation to the crisis and the second one is an attempt to show the viewer the situation of a refugee. We have studied the material through a qualitative semiotic method, also using colonialism, stereotypes and representation as theoretical frame- work in order to examine whether or not certain notions and simplifications are reproduced in the commercials from this organization. Our study has shown that there were a lot of colonial ideals and stereotypes to be found in SOS Barnbyars commercials, thus fueling the polarization of us and them and the Other.

Made available in DSpace on 2016-04-27T16:32:40Z (GMT). No. of bitstreams: 1 Marcel Alves Martins.pdf: 954715 bytes, checksum: d42f3e0cc20b98155b7840d83b494cff (MD5) Previous issue date: 2012-08-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The teaching of History in Brazil was markedly influenced by a Eurocentric paradigm of history throughout the nineteenth century until the mid-twentieth century, along the lines of the History of French Civilization. This model, together with its canonical repertoire and its Western view of the historical process was consolidated in school curricula and teaching materials. Attempts to break with this paradigm, held in the process of curriculum reform in the 1980s and 1990s were not sufficient for this model were no longer present in the curriculum of São Paulo. The discussions around the contents of the 2008 History Curriculum Proposal for the State of São Paulo disregard the production on the teaching of History of the last thirty years and point to a setback regarding the selection and content organization, rescuing the Eurocentric model curriculum school. In presenting critics on some elements that make up the Eurocentrism and analyzing the historical background (1942-2008) of knowledge in school History curricula, this research is to identify the moving object of learning content in the curriculum, its continuities or discontinuities, checking the extent to which the 2008 Proposed Structure for the State of São Paulo represents a setback in the content selection of History / O ensino de História no Brasil foi marcantemente influenciado por um paradigma eurocêntrico de História ao longo do século XIX até meados do século XX, nos moldes da História da Civilização francesa. Tal modelo, juntamente com seu repertório canônico e sua visão Ocidental do processo histórico, consolidou-se nos currículos escolares e nos materiais didáticos. As tentativas de rupturas com este paradigma, realizadas no processo de reformulação curricular dos anos 1980 e 1990, não foram suficientes para que esse modelo deixasse de estar presente no currículo paulista. As discussões em torno dos conteúdos de História na Proposta Curricular do Estado de São Paulo de 2008 desconsideram a produção sobre o ensino de História dos últimos trinta anos e apontam para um retrocesso no tocante à seleção e organização dos conteúdos, resgatando o modelo eurocêntrico no currículo escolar. Ao apresentar críticas a alguns dos elementos que compõem o eurocentrismo e analisar o percurso histórico (1942-2008) dos saberes escolarizados pelos currículos de História, a presente pesquisa tem por objeto identificar o movimento dos conteúdos de ensino nos currículos, suas permanências ou descontinuidades, verificando até que ponto a Proposta Curricular do Estado de São Paulo de 2008 representa um retrocesso na seleção de conteúdos de História

Esta pesquisa procurou investigar as tensões teóricas existentes entre o marxismo e o eurocentrismo, a partir de uma análise do pensamento marxista e latino-americano do peruano José Carlos Mariátegui. O eurocentrismo, ao generalizar a experiência europeia para o resto do mundo, produziu distorções e legitimou desigualdades com múltiplas e variadas incidências. Mesmo o marxismo, a mais radical das críticas ao sistema capitalista, reproduziu o problema do eurocentrismo, principalmente na sua versão hegemônica. A América Latina, como continente de enunciação de um marxismo periférico, teve em Mariátegui o primeiro pensador marxista a realizar este desafio. Seu pensamento apresenta aspectos inovadores, provocativos e atuais, ainda que não livre de limites. Ao explorar esta questão controversa, o presente estudo buscou assim analisar a dinâmica de penetração e ruptura do eurocentrismo dentro do próprio campo marxista, principalmente pela sua versão periférica e latino-americana, personificada na obra original de José Carlos Mariátegui. / The present study examines the theoretical tensions between Marxism and Eurocentrism through the Peruvian thinker José Carlos Mariátegui. The great problem of Eurocentrism is its ability to generalize the European experience to the rest of the world and promote inequality regards the non-hegemonic knowledge and thinking. Even the Marxism, the most important critic to capitalist system, was able to reproduce the problem of Eurocentrism in its hegemonic version. José Carlos Mariátegui was the first thinker to consider this challenge in Latin America, which is an important continent of enunciation of peripheral Marxism. The richness of Mariátegui’s thinking brought to Marxist field innovative and current aspects, even with limits. The present study sought to demonstrate the controversial question about the reproduction and rupture of Eurocentrism within Marxism, mostly in the original and Latin American Marxism of José Carlos Mariátegui.

This paper takes a cultural materialist approach in analyzing the hegemonic purpose of using Harper Lee’s To Kill a Mockingbird in American education. Ideas from critical race theory and Lee’s second novel, Go Set a Watchman, are used to reveal obfuscated aspects of Mockingbird’s narrative. These aspects have been repurposed to fit a Eurocentric palate, and have let the book achieve success under the guise of being a progressive and multiculturalist work. Mockingbird’s narration, marked by childlike innocence, has been used to obfuscate Eurocentric ignorance of racial and economic inequality. The text has also been used to divert blame from those in power onto those oppressed by a hegemonic system. Racism is in Mockingbird inaccurately described as an individual moral issue, rather than a system of discrimination which is deeply ingrained in every aspect of U.S. society. The liberal moderate ideology which informs Atticus character has historically been ignored due to his unquestionable, near-mythical position as a moral role model. The paper finds that Mockingbird has been used as part of a greater Eurocentric narrative which positions the Civil Rights Movement as a white movement of moral improvement.