The basic aim of this mini-dissertation is to apply the Levi-Straussian theory to the Setswana short story: 0 nkutlwe by R.M. Malope in order to determine the dynamism of binary oppositions in the structure of the story and relate these to the context of the Batswana community. The study is divided into four chapters. The objectives as well as the central problem are outlined and motivated in the first chapter. The second chapter deals with the theoretical concepts. An explanation of binary oppositions and a discussion of the Levi-Straussian theory with reference to the Tsimshian myth, The story of Asdiwal are provided. The third chapter concentrates on the structural analysis of 0 nkutlwe in the context of the Batswana community. The binary oppositions are identified in the essential aspects of the structure of the story on various levels (the geographic, economic, sociological and cosmological) according to LeviStrauss's theory. The theme of contrast between modern life and traditional life should not be misunderstood as an attack on modem life as such, but as an appeal to the Batswana community not to disregard their tradition. Chapter four is a summary of the main points of this study and conclusion. In 2:eneral it can be concluded that Levi-Strauss theory can be successfully applied to a reading of modem literature. / Thesis (MA (Tswana))--PU for CHE, 1998

The basic aim of this mini-dissertation is to apply the Levi-Straussian theory to the Setswana short story: 0 nkutlwe by R.M. Malope in order to determine the dynamism of binary oppositions in the structure of the story and relate these to the context of the Batswana community. The study is divided into four chapters. The objectives as well as the central problem are outlined and motivated in the first chapter. The second chapter deals with the theoretical concepts. An explanation of binary oppositions and a discussion of the Levi-Straussian theory with reference to the Tsimshian myth, The story of Asdiwal are provided. The third chapter concentrates on the structural analysis of 0 nkutlwe in the context of the Batswana community. The binary oppositions are identified in the essential aspects of the structure of the story on various levels (the geographic, economic, sociological and cosmological) according to LeviStrauss's theory. The theme of contrast between modern life and traditional life should not be misunderstood as an attack on modem life as such, but as an appeal to the Batswana community not to disregard their tradition. Chapter four is a summary of the main points of this study and conclusion. In 2:eneral it can be concluded that Levi-Strauss theory can be successfully applied to a reading of modem literature. / Thesis (MA (Tswana))--PU for CHE, 1998

In this thesis I have searched for and analyzed possible mechanisms of domination and strategies for resistance in the novel La isla bajo el mar by Isabel Allende. This was done with a post-colonial and feminist perspective, focusing on the structural divisions that can be found within these frameworks and using binary oppositions to identify different unequal power relations. These oppositions showed me the unjust structures that are being present in the novel, and made it easier to identify the mechanisms used to oppress certain groups of people. After identifying the mechanisms of oppression, I could also point out the strategies of resistance used by Teté, the main character, and oppressed groups together to resist this domination and the power of the norms in society.

The essay is about the unnamed husband in Jean Rhys's Wide Sargasso Sea. About how he is depicted as the European "Other" and made into a feminized and zombified weak character from a Caribbean/feminist perspective...

ABSTRACT From early the 20th century, luo hua sheng (¸¨µØ¥Í) has contributed a lot to the development of modern Chinese literature: fiction, essays, poetry, plays, fairy tales, and literary translations. He wrote a total of more than 400,000 words of literary creation. If one is to compare his literary work to those of his era and to other modern writers, although his works is limited in terms of quantity, he was able to intertwine realism and philosophy in his writings that have created a deep impact to his readers. This writings have vividly narrated and reflected his views, pursuits and literary concepts. Most of critics emphasizes that xu di shan (³\¦a¤s) creative works are distinctively unique, whirlwind romance, characters well developed, well constructed prose, and have perfectly intertwine the Southern China's and other Indochina slices of life. This would encompass their thinking, outlooks and religious views. Xu di shan (³\¦a¤s) and his other May Fourth Movement (¤­¥|¹B°Ê) era writer focused on short stories, however, his works stands out with his great pursuit in trying to find a new way of expression and in developing new aesthetic standards. His writings can be classified as bold and straight-forward as he developed a unique way of narrating the lines without being too detailed that made his audience easily misunderstood the whole scenario and get derailed with the whole story. This study focuses on the essence of literary development to include but not limited to: topic classification, analysis of novel structures, binary oppositions, actantial model. This paper made a thorough review of Xu's life experiences and literary accomplishments. Specifically, the writer have look into his writing styles and concept development in analyzing his works. In conclusion, the writer have identified that Xu's work can be classified into: ideals and realism; mortality and destiny; power distance and struggles; joys and sorrows of romance. This study aims to better understand the underlying thoughts in Xu's work as to its significance, interpretations and deeper meanings.

This thesis aims to analyse the use of stereotypes about the Latin-American minority in the rhetoric of presidential candidates, using the single case of the 2016 US Presidential Campaign. The primary focus is the binary relation Self-Other established by the candidates through the use of stereotypes about the minority group and themselves. The analysis is performed in a framework that combines representation theory, constructivism and post colonial theory. The speeches and debates of the candidates, which served as data, demonstrate that stereotypes are present and help represent the Latin-American group as a negative Other, a threat or victimized burden. At the same time, through the representation of this specific Other, the candidates are creating their Self political persona, which in this case is a hero who will protect the American society from the threat, or a hero who will rescue the poor from their own victimized situation. Both candidates show similarities in the use of generalized stereotypes to mention LatinAmericans or in the context in which they refer to them. While they differ in the way that they create the Other, their position to confront the problem yields a similar political persona, as both want to be rescuers. Trump portrays LatinAmericans as a threat to security or as a poor victim, while Clinton also refers to the group as a victim, but also as an asset to economy. The intention of this thesis is to contribute to the field of stereotypes in political discourse in relation to the establishment of binary oppositions.

I have written an essay called ”All children are equally worth - A qualitative analysis of how children are produced in KappAhls commercials”. The purpose of this thesis is to do a study of the swedish clothing company KappAhl’s commercials. My purpose is divided into three questions: With which clothing colours are girls and boys represented in the commercials? Is there any difference in the making of ”non-white” and ”white” children in the commercials? and What is being transmitted in KappAhl’s commercials, where the focus should lay on the clothes? My material consists of three selected video clips from KappAhl’s Youtube channel. The three commercials are named: 1, Back to school, 2, Children’s christmas and 3, KappAhl 3 för 2 på alla överdelar för barn (translation: KappAhl 3 for 2 on all children’s tops). I have chosen to use photo interpretation with denotation and connotation as the main tools and also qualitative analysis as methods in my review of the material. The main theoretical base in my thesis is gender theory, while, for instance, stereotypes, binary oppositions and ethnicity are concepts chosen in hope to reach a deeper analytical level. I have also analyzed these commercials through the colours on the children’s clothes, the way the children are dressed and the settings around them. Through the analysis I have come to the conclusion that the children are dressed quite alike, in similar colors. But the girls are often dressed in colors that we find ”neutral” on girls, but if the boys would wear the colors that we find "neutral" on girls, we would see them as boyish. The boys would never wear colours that would seem ”neutral” on them, but in the general eye of society these colours would be seen as girl colors. The biggest difference I found in the commercials between ”non-white” and ”white” was that the ”white” younger boys were mystified through hats and hooded sweatshirts, and the ”non-white” boy, and the ”non-white” grown-up men were all themself with no assecceories trying to mystify them.

<p><p>The present essay examines the linguisitc conceptualisation of otherness in the present party platforms of the Sozialdemokratische Partei Deutschlands (SPD, Social Democratic Party of Germany) and the Christliche Demokratische Union Deutschlands (CDU, Christian Democratic Union of Germany). The language and the textual structure of their party platforms is analysed, its function described and compared with each other by using representative text excerpts. The theoretical background of this study is grounded in cultural studies. The methodological framework consists of a combination of critical discourse analysis and textual analysis. Criterias of the linguistic analysis are: coherence (including implicit meanings, propositions and presuppositions), modality, thematic roles, deixis and pronouns and keywords. </p><p> </p><p>The study shows that the<em> Other </em>is cleary conceptualized by using binary oppositions whereas those who are reperesented by <em>we</em> can not always be clearly identified. By using both objective and subjective modality authority and legitimacy are linguistically constructed by those who represent <em>we</em>. The analysis shows that stipulations and issues are mentioned which are supposed to be abided by the <em>Others</em> without being justified by those who represent <em>we</em>. Consequently the <em>Other</em> is excluded. Analysing both party platforms shows that the <em>Other</em> is  subcategorized, too. Myths about the <em>Others</em> are confirmed by representing a stereotypical image of the <em>Other</em> through language. However there are differences in the linguistic conceptualization of alterity. The representatives of CDU speak out more explicitly on specific issues concerning the<em> Other</em> than representatives of SPD do. Consequently SPD’s statements concerning the <em>Other</em> are more implicit.</p><p> </p><p>The study shows that meaning is created by language and that myths of the <em>Other</em> are reproduced in political discourse.</p><p> </p></p>

This essay examines anticipation and real outcome structured as two oppositions in Jane Austen’s Pride and Prejudice. These opposites will be analyzed through Austen’s use of literary devices such as “free indirect speech” and irony. Pride and Prejudice is written in third-person, but the focus is often limited to Elizabeth’s perspective, creating what is termed free indirect speech, a narrative technique that Austen is considered to be one of the first novelists to use. While the omniscient narrator seems all-knowing and gives the illusion of being objective, she is deliberately selective in her choice of what aspects of the story that she wants to emphasize, which makes her subjective. That the narrator is both objective/omniscient and subjective/limited brings out an opposition between the anticipated and real outcome. Austen also uses irony as a literary device, which too can be interpreted as a kind of opposition used to bring out anticipated and real outcome.

Este trabalho tem como principal objetivo analisar as representações do falante nativo e do falante não-nativo de inglês construídas sob o ponto de vista do aluno brasileiro, e as implicações dessas representações no processo de constituição da identidade desse aluno, que tem o português como primeira língua e aprende inglês como língua estrangeira. Nossa hipótese é que a diferença significativa que se observa na relação entre o aluno brasileiro e falantes nativos, de um lado, e entre o mesmo aluno e falantes não-nativos, de outro, afeta as representações construídas pelo aprendiz, podendo resultar numa tentativa de resistência ao lugar aparentemente fixo ocupado pelo brasileiro enquanto falante não-nativo de inglês. A análise dessas representações baseia-se num corpus constituído por dez entrevistas com alunos brasileiros de inglês de uma escola de idiomas de São Paulo. Nossa pesquisa é embasada nos preceitos teóricos da Análise do Discurso, assim como em conceitos dos Estudos Culturais e da perspectiva psicanalista. Com base na análise da materialidade lingüística do corpus, destacamos representações sustentadas por oposições binárias que, se por um lado, parecem imobilizar o sujeito-aluno na relação com o falante nativo, pelo fato de o aluno brasileiro ser sempre representado como o polo negativo da oposição, por outro, permitem, na relação com o falante não-nativo, vislumbrar a possibilidade de um deslocamento dessas representações associadas ao aprendiz brasileiro. Porém, observamos que esse deslocamento é sempre adiado e não se concretiza devido à força que o falante nativo ainda exerce sobre o aluno brasileiro/falante não-nativo. Concluímos que essas representações fixistas, baseadas em oposições binárias, dificultam a prática de ensino de língua inglesa como um lugar de produção de novos sentidos. Com base nessa conclusão, ressaltamos a importância de uma prática pedagógica que vá além do ensino de inglês como mero instrumento de comunicação, permitindo desconstruir as oposições binárias e contribuir para uma ressignificação do lugar do aprendiz brasileiro/falante não-nativo de inglês em relação ao falante nativo e à língua inglesa. / This work aims at analyzing the representations of native and non-native speakers of English built by Brazilian students, and the implications of these representations to students identity as Portuguese native speakers and learners of English as a foreign language. Our hypothesis is that the significative difference noticed in the relationship between Brazilian students and native speakers of English, on the one hand, and between these students and other non-native speakers, on the other, affects the way Brazilian students represent themselves and other speakers, and may result in an attempt to resist the apparently fixed place occupied by Brazilians as non-native speakers of English. The analysis of these representations is based on a corpus containing ten interviews with Brazilian students of English from a language school in São Paulo. Our work is based upon the theoretical tenets of Discourse Analysis, as well as on concepts from the Cultural Studies and Psychoanalysis. The analysis of the linguistic materiality of the corpus showed representations that were sustained by binary oppositions, which seemed to immobilize the learners in the interaction with native speakers, since the Brazilian student is always represented as the negative pole of the opposition, but also suggested the possibility of dislocation of these representations when the interaction involved Brazilian students and other non-native speakers of English. However, it is argued that this dislocation is always postponed and never takes place because of the power that the native speaker has over the Brazilian student/non-native speaker of English. We concluded that these fixed representations, based on binary oppositions, make it difficult for the English language teaching practice to allow for the production of new meanings. Based on this conclusion, we highlight the importance of a pedagogical practice that goes beyond teaching English merely as a communication tool, by deconstructing binary oppositions and making it possible for the Brazilian student/non-native speaker of English to occupy a new place in the relationship with the native speaker and the English language.