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The aim of this study was to analyze discursive patterns in publications and attitude researches on bullying published by The Swedish National Agency for Education. The focus was largely on whether there is a pattern in the narration of how teachers and pupils are portrayed as perpetrators in a situation where bullying occurs. The empirical material of the study was acquired by use of a qualitative method where publications published between the years of 2002 and 2014 were selected. Dictums concerning teachers and pupils as bullies have been compared and surveyed where differences in how they were depicted was the object of analysis. To enable such a study, Foucault's theories on discourse and power were applied on the empirical material in the analysis.The result shows that bullying in general almost always refers to the pupil as the perpetrator while teachers are under-represented in the same context. Pupils as perpetrators are described through qualities such as aggression and lack of empathy,whereas teachers are described through external factors such as stress and extensive workload.

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Trance-Scripts is an analysis of the social construction of hypnosis, looking at the way in which versions of hypnosis are constituted in various kinds of texts and talk. The analysis is reflexive, in that it highlights its own constructed nature, including how it textually constructs the textually constructed nature of hypnosis. Taking a relativist and social constructionist perspective, hypnosis is revealed (or constructed) as a discursive and social practice, in how it is realized, conducted, reported, disputed, theorized, accounted for, debunked, and so on. The analysis examines a range of written materials on hypnosis, including historical, clinical, and social psychology textbooks, popular media, as well as transcriptions of hypnotic inductions. The thesis uses alternative literary forms (ALFs) as a way of highlighting the textual construction of its own, and others', claims to knowledge, and of creating, caricaturing, and analysing through parody, the thesis's topics. These topics include the connections between poetry, hypnosis, therapy and reflexivity proposed in the thesis, and also the standard uses of ALFs in reflexive work of this kind. Reflexive analysis is produced via a self conscious use of a metaphoric spiral, where analysis can take another turn upon a topic and offer another perspective. Thus, in a discussion on therapy, reflexivity becomes a therapeutic tool with which to confront and quieten the argument that reflexive analysis will result in an infinite regress. The presence of poetry in a social science thesis is intended to challenge conventional sociological and psychological analysis, in which poetry features (if at all) as some kind of social phenomenon, that folk called 'poets' produce, rather than being an appropriate and challenging analytic language, as it is used here. This abstract, given its contents, may be taking its work as a conventional abstract rather seriously. Time for the next turn.

This essay argues that Jamaica Kincaid’s The Autobiography of My Mother depicts how the indigenous colonized in Dominica are living ‘unhomely lives’ and that their experience is one of the double consciousness. i.e. when a person see the world through different "lenses." The person does not only have a dual personality but also feels the notion of having different roles in society, such as having a black identity and at the same time conforming to the stereotypical norms of the white society for a black person. Therefore, the person sees the world, and oneself, through one’s own “black” lens and the “white” lens at the same time. Subsequently, with a setting full of diversities, the novel depicts a colonial background where the characters have been ascribed certain features to their persona. Furthermore, the novel uses metaphors to show a futile endeavor of finding identity of the main characters in an ineluctable power structure. By utilizing the postcolonial theoretical framework; mainly Du Bois’s notion on ‘double consciousness’ and Bhabha’s term ‘unhomely lives’ which means to grow up between two cultures, to live on borders and in margins and not feel at ease in either sides, expands the readers understanding of the text. A central aspect of the novel is the alienation of an individual’s personal identity in the context of a postcolonial society. Therefore, the psychology of the novel’s characters will be a major theme of this essay. Nevertheless, the novel shows that it is hard for the characters Alfred and Xuela to break free from the bonds of society.

This study investigates adolescents' use of standard English in situations requiring careful speech. An account is given of the historical, political, linguistic and educational development of the concept of standard English, with particular emphasis on spoken standard English. Popular conceptions of 'correct speech' are also considered, and all of these are related to requirements in the National Curriculum for England and Wales for the teaching of spoken standard English. This is related to a specific case, namely that of Tyneside English. This variety is described, and an account is given of the area and its main social and econornIc characteristics. Twenty four adolescents are chosen from two schools which contrast highly in terms of socioeconomic profile. The individuals are also selected to provide a spread of levels of attainment, and both sexes are equally represented. M Phonological, grammatical, lexical and discourse variables are quantified using Labovian quantification techniques and approaches which involve counting non-standard variants over a period of time. Principal linguistic variables are: glottalised variants of (p) (t) and (k); non standard verb and pronoun forms; non-standard lexical items, and certain kinds of discourse markers. This process provides evidence of the extent to which young people use or do not use spoken standard English. It is shown that in more careful speech young people from more and less privileged backgrounds use only small frequencies of non-standard variants, but that within this relatively small number differences do exist: certain items are used mainly by less privileged boys, others mainly by girls, others by more privileged individuals in general. Use of non-standard speech is shown to differ for different groups at different linguistic levels. Important differences in gender and in social class emerge, but attainment also appears to have a significant bearing on children's use of spoken standard English. The study concludes by discussing pedagogical approaches which might increase awareness of issues associated with standard English.