Local and federal governments, public school boards, and higher education institutions have been promoting online courses in their commitment to accommodating public needs, widening access to materials, sharing intellectual resources, and reducing costs. However, researchers of education needs to consider the often ignored yet important issue of equity since disregarding the issue of inequity in online education may create suboptimal consequences for students. This dissertation work, therefore, investigates the issues of social justice and equity in online education. I argue that equity is situated between the tensions of various social structures in a broader cultural context and can be thought of as a fair distribution of opportunities to participate. This understanding is built upon the idea that individuals have different values, goals, and interests; nevertheless, the online learning context may not provide fair opportunities for individuals to follow their own learning trajectories. Particularly, online learning environments can reproduce inequitable learning conditions when the context requires certain individuals to assimilate mainstream beliefs and values at the expense of their own identities. Since identifications have certain social and political consequences by enabling or constraining individuals’ access to educational resources, individuals may try to be identified in line with culturally-hegemonic perspectives in order to gain or secure their access to educational resources or to legitimize their learning experiences. In this interview study, I conceptualize online courses within their broader socio-historical context and analyze how macro-level social structures, namely the concept of whiteness, can reproduce inequity in micro-level online learning practices. By questioning who has control over the conditions for the production of knowledge, values, and identification, I investigate how socially accepted bodies of thoughts, beliefs, values, and feelings that give meaning to individuals’ daily-practices may create inequitable learning conditions in day-to-day online learning practices. In specific, I analyze how those who are identified as non-White experience “double-bind” with respect to stereotypification on one hand, anonymity on the other. Building on this analysis, I illustrate how those who are identified as non-White have to constantly negotiate their legitimacy and right to be in the online environment.

<p>This literature study aims to identify international best practice concerning the role of the board and more particularly that of the independent director in ensuring good corporate governance. The study is based on sources which include a large contingent of up to date sources on the subject ranging from newspaper articles, journal articles, various corporate governance codes, company reports and reports on governance such as Cadbury and Higgs.</p>

Den här artikeln utforskar, genom en mångperspektivistisk diskursanalys, tidningsartiklar, en vetenskaplig artikel, ett myndighetsbrev, bloggar och ett reportage skrivna om en specifik grundskola i Sverige, som har blivit känd för sitt lyckade utvecklingsarbete med elevernas studieresultat. Enligt denna artikel är bilden som förmedlas genom media mycket positiv tills en artikel följd av en blogg, förändrade diskursordningen på ett hegemoniskt sätt. Den här artikeln beskriver den diskursiva förändringen i relation till den social- och historiskt utbildningspolitiska kontexten, till stor del dominerad av en nyliberal ideologi, där mätning och ranking fokuseras mer än skolutveckling i form av inkludering och lärande. / This article uses discourse analysis from a multivalent perspective to research newspaper articles, a scientific article, an institutional newsletter, blogs and a reportage written on the subject of a specific comprehensive school in Sweden which has become known for its successful development in pupils’ achievements. According to this article the picture given of the school in the media is very positive, until the time when one article in a newspaper, followed by a blog, changed the order of discourse in a hegemonic way. This article describes the discursive change in relation to the social and historical context within the education policy, one largely dominated by a neoliberal ideology, which focuses more on measuring and ranking than on school improvement in terms of inclusion and learning.

Abstract This thesis is a case study aiming to give explanations to Russia’s annexation of Crimea in March 2014. By using three different theoretical perspectives, realism, regional hegemony and constructivism, the aim is to find different but also complementing explanations to the case. The theories realism and regional hegemony are related and also similar to each other, but still contributes with some different focuses on the case. Both realism and regional hegemony has their main focus on the sovereign state’s security and their power militarily, politically and economically. Constructivism on the other hand is a bit different from the other two, and has its main focus on identity, ideas and worldviews. Thanks to the differences between the three perspectives the analysis gives a broader and deeper explanation to Russia’s invasion and annexation of Crimea.

This thesis analyzes the Seattle and Winnipeg general strikes of 1919, and represents them as two analogous ideological struggles for national hegemony in the post-First World War period. It argues that a comparative analysis of the pro- and anti-strike press during these two strikes reveals that the “form” of nationalism enveloped the “content” of each group’s ideological foundations, conceptions of class, and conceptions of justice, and that this “content” – when extracted from its national “form” – reveals a shared sense of progressive vision among the two groups of strikers, and a shared sense of conservative vision among their opponents. / Graduate / 0578 / 0615 / vanmull@unbc.ca

During the last 15 years, the former “star pupil” of the Washington Consensus, Argentina, has witnessed a dramatic turn of international economic regime. Having pursued a markedly neoliberal economic agenda previous to the 2001 financial crisis, external and internal factors now suggest a structural shift in Argentine politics. Using regime theory and theoretical concepts by international relations theorist Evelyn Goh, this study investigates the implications of a changing US hegemony on Argentine compliance with the leading international economic regime of the unipolar world order.

This paper will clarify the debate surrounding contemporary American foreign policy, and it seeks to bring awareness to the vast field surrounding the topic. This essay is a case study, and it focuses mainly on the Obama doctrine, it does also shed light to the former foreign policy of the Bush administration. The research questions seek to investigate what theory of polarity characterises the Obama doctrine. It does also investigate how the United States foreign policy has changed under the Obama administration, by applying the methodology of a text analysis, the three theories of polarity: “Balance of power, hegemonic theory, and multipolarity” are in turn applied on three challenging areas for contemporary American foreign policy. The results show that the foreign policy led by the Obama administration, is heavily influenced by the theory of multipolarity. / <p>Jag har inte publicerat min uppsats, blev klar med den juni 2013.</p><p></p><p>Tack</p>

Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 393-422). / Also available by subscription via World Wide Web / xiii, 422 leaves, bound 29 cm

The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on October 14, 2009). Thesis advisor: Dr. Clarence Lo. Includes bibliographical references.

<p>KALMAR UNIVERSITY</p><p>Department of Health and</p><p>Behavioural Sciences.</p><p>Education of Social Work 21-40 p.</p><p>C-essay, 10 p.</p><p>Title: The Accepted Adjustment – How Twelve Children Belonging to Ethnic Minority Groups Experiences Everyday Life in School.</p><p>Authors: Kristin Lundin & Karin Swartling</p><p>Supervisor: Jesper Andreasson</p><p>Examiner: Ulf Drugge</p><p>ABSTRACT</p><p>The aim of this C-essay, using a qualitative method and from a child prospective, explore how children belonging to ethnic minority groups participating in the Swedish education system at an intermediate level, experience everyday life at school and the interactions with their teachers. We have interviewed twelve children between the age of eleven and thirteen years old. The children have either immigrated (adopted children are included) or are born in Sweden but have at least one parent who has immigrated.</p><p>The outcome from our study is that immigrant children have a positive experience of their daily life in school and in their interactions with their teachers. The majority of children state that they view their teachers as good educationalists. The conclusion drawn is that the majority of immigrant children have conformed and integrated into the Swedish majority culture which exists in school: without questioning the cultural hegemony which we claim exist. Immigrant children appear to have conformed to the prevailing Swedish majority and accepting it as fact during school hours, whilst reserving their traditional cultural practices and customs for the home. Our interpretation is that this is the main factor responsible for the fact immigrant children seem to be content despite examples presented of situations that generate dissatisfaction.</p><p>Keywords: Children, School, Teachers, Culture, Ethnicity, Hegemony.</p>