The Thesis focuses on the interaction between newly arrived parents and teachers at a Swedish preschool. The purpose of it is to show that much of the relationship between preschool teachers and children of parents with a foreign origin and preschool teachers and parents with a foreign origin is based on old ideas, approaches, and philosophies that have their roots in colonial way of thinking, and to increase understanding of how newly arrived parents look at the Swedish school and the Swedish society in general. The idea that races are a storehouse of folk groups ' and individuals ' original identity and nature, as well as the idea of "essence" and "races’ characteristic appearances", have left deep traces in the Western way of thinking. Research takes an active and critical approach in how cooperation and communication between different teachers at Swedish preschool and newly arrived parents does work. Fanon's ideas on post-colonial theory, Bordieu’s social constructivism and the theory of three capital that an individual can possess as well as a feminist theory has been used as a tool to explain the conscious and unconscious beliefs that teachers may have about newly arrived parents.The qualitative surveys were conducted on two different preschools in Malmö’s urban areas which had experience of reception of newly arrived children and their parents. It has been shown that persons with lower education are usually the one who stand for the "post-colonial spray". Preschools, which have an experience of working with newly arrived children and also have teachers that is better equipped for such challenges gets better away with the usual performances as preschools linked to social constructivism and post-colonial theory.

Through examining Judith Weir’s woman.life.song (2000), the work presented in this written reflection is centered on the power of collaboration and context to create meaningful art and music that express important and often underrepresented experiences. Through a musical and sociological analysis of this piece, it is examined how the personal is political and how the creation of music and art are therefore inherently political projects. This paper argues that musicians have a responsibility to consciously select our repertoire: a conscience based upon an understanding of intersectionality. Such consciousness must take into account structures of sexism and racism, which positions music in its socio-political context and actively challenges the concept of “quality” as it is constructed in the art music canon. Placing the composer and authors within their broader socio-political contexts, it is argued that lifting pieces such woman.life.song are important contributions of a musician’s participation in music. This paper draws upon work in sociology that centers on identity to examine how structures of power impact the voices that are heard and that are represented in the musical canon. / <p><strong>Kristine Nowlain, sopran</strong></p><p></p><p>Gustave Charpentier (1860-1956)</p><p>Depuis le jour</p><p>Ur <em>Louise</em>(Louise)</p><p>Libretto av G. Charpentier</p><p>Albert Dahllöf, piano</p><p> </p><p>Mario Castelnuovo-Tedesco (1895-1968)</p><p><em>The Divan of Moses-Ibn-Ezra</em></p><p>1. When the morning of life has passed</p><p>2. The dove that nests in the tree-top</p><p>3. Wrung with anguish</p><p>Text av Moses-Ibn-Ezra (1058-1138) </p><p>Gustav Sondén, gitarr</p><p> </p><p> </p><p>Heitor Villa-Lobos (1887-1959)</p><p>Bachianas Brasileiras, no. 5 (Aria)</p><p>Text av Ruth V. Corrêa </p><p>Gustav Sondén, gitarr</p><p> </p><p> </p><p>Åke Uddén (1903-1987)</p><p><em>Tre sånger ur ”Les Chanson de Bilitis” </em></p><p>1. Tendresses</p><p>3. Chanson</p><p>Text av Pierre Louÿs (1870-1925)</p><p>Johanna Johnsson, piano</p><p> </p><p>Gösta Nyström (1890-1966)</p><p><em>På Reveln</em></p><p>3. Havet Sjunger</p><p>Text av Ebba Lindqvist (1908-1995)</p><p>Johanna Johnsson, piano</p><p> </p><p>Rebecca Clarke (1886-1979)</p><p>The Seal Man</p><p>Text ur <em>A Mainsail Haul </em>av John Masefield (1878-1967)</p><p>Albert Dahllöf, piano</p><p> </p><p>W.A. Mozart (1756-1791)</p><p>Ach, ich Fühl’s</p><p>Ur <em>Die Zauberflöte</em>(Pamina)</p><p>Libretto av Emanuel Schikaneder (1751-1812)</p><p>KMH Kammarorkester</p><p> </p><p>Judith Weir (f. 1954)</p><p><em>woman.life.song</em></p><p>1c. Edge (text av Toni Morrison, f. 1931)</p><p>2. Eve Remembering (text av Toni Morrison)</p><p>3b. The Mothership: when a good mother sails from this world (Stave II) – (text av Clarissa Pinkola Estés, f. 1945)</p><p>KMH Kammarorkester: </p><p>Sofia Winiarski, dirigent</p><p>Albert Dahllöf, piano</p><p>Andreas Nyström, slagverk</p><p>Astrid le Clercq, klarinett</p><p>Catrin Spångberg Johansson, altflöjt</p><p>Enno Leggedör, viola</p><p>Gustav Wetterbrandt, basklarinett</p><p>Henrik Wassenius, slagverk</p><p>Hugo Olsson, klarinett</p><p>Isabel Godau, violin</p><p>Johanna Moraeus, violin</p><p>Kajsa Nilsson, flöjt</p><p>Klara Källström, cello</p><p>Miia Roiko-Jokela, flöjt</p><p>Miriam Liljefors, harpa</p><p>Moa Nissfolk, gitarr</p><p>Ragnhild Kvist, viola</p><p>Simon Landqvist, slagverk</p><p>Svante Söderqvist, kontrabas</p><p>Viktoria Hillerud, cello</p><p> </p>

Syftet med denna uppsats är att undersöka hur de feministiska och marxistiska teorierna framställs i fem olika samhällskunskapsböcker på gymnasiet, inom det vetenskapliga ämnet internationella relationer. All användning av teorier inom internationella relationer färgar användaren, användningen av teorierna bidrar således till en viss uppfattning av verkligheten. Läroböcker används fortfarande flitigt inom den svenska skolan, denna användning har däremot ingen central granskning. Granskningen har istället förflyttats till den individuella läraren, skolan eller kommunen. En majoritet av lärare anser att läroböcker förmedlar läroplanen och kursplaner, samtidigt får elever beroende på vilken kommun de bor i olika böcker och därmed olika budskap. Detta leder till ett vakuum där elever ej får möjlighet till en likvärdig utbildning och med detta en bristande förståelse för verkligheten. Denna uppsats är en kvalitativ innehållsanalys som letar efter det latenta i de fem läroböcker som analyseras. Denna analys sker genom ett förbestämt men flexibelt analysschema uppdelat i tema, kategorier och nyckelord. Analysschemat och dess användning har en direkt koppling till teorin som används inom uppsatsen. Uppsatsen har visat att framställningen av feminismen och marxismen inom läroböckerna är bristfällig, vissa centrala begrepp som stat har ej framställts inom böckerna samt att när begrepp har framställts har de varit innehållslösa eller missvisande. Exempel på detta går att finna i att en av texterna anser att krig startas av fattigdom och dåliga ekonomiska förhållanden, istället för den marxistiska uppfattningen att krig uppstår på grund av kapitalismen. Uppsatsen har även visat att den primära användningen inom böckerna är realismen, liberalismen och konstruktivismen. Avslutningsvis har uppsatsen även visat att kritik eller problematisering av framställningen och användningen av teorierna inom böckerna är innehållslös och bristfällig. / The purpose of this essay is to examine how the feminist and Marxist theories are depicted in five different social science high school textbooks, within the scientific subject of international relations. All use of theories within international relations colors the user, the user of theories becomes in this way angled to understand and see the world in a certain view. The use of textbooks is still a very common practice in the Swedish school system, this use however lacks any form of central review. A majority of teachers consider the textbooks as the essence of the curriculum, at the same time students that go to school in different municipalities get different books and in turn different messages. The lack of a central review system has in this way created a vacuum were students are deprived of their right to an equal education and with a lack of understanding as a result. This essay is a qualitative deductive content analysis that searches for the dormant within the texts that have been analyzed. This analysis is conducted by a predetermined flexible assay schedule, the use of this schedule has a direct link to the theory of this essay. This essay shows that the depiction of feminism and marxism within the textbooks is flawed, specifically the absence of certain key words like state but also that the depiction of some key words are shallow. Example of this is one text that describes poverty and bad economic conditions as the reason for war, however Marxism considers capitalism as the primary reason for war. The essay shows that the primary depiction of theories within the books are realism, liberalism and constructivism. The essay shows that a critical view or problematization of the theories within the books have not occurred.