<p>Symbolic resources transform in to social power and material resources through the educational system. This entails that all students should have equal access to it.</p><p>The essay compares Swedish didactics in “immigrant” and “white” schools, all situated in socio-economically underprivileged areas, analysing interviews with eight Swedish teachers about their didactics regarding restricted and elaborated language code.</p><p>Understanding teacher’s work in the class room requires attention to the intersections between race and class, and of both to the distribution of symbolic resources in general.</p><p>The essay finds that the practice of the” immigrant” school teachers differs from the “white” school teachers’. The former are active, providing intellectual tools, scaffolding and driving force while the later choose a more passive attitude, letting students decide for themselves what to do and what goals to reach. Consequently “white” schools allow the reproduction of unequal distribution of symbolic resources while practice in immigrant schools aim to compensate for disadvantages.</p><p>Practice seems to win legitimacy by different sets of conceptualisations. Immigrant students are envisaged like persons in need of help with low self-esteem and low drive. “White” students are looked upon as self-sufficient hedonists with a “natural” language competence.</p>

<p>In this thesis I have done a discourse analysis of the documentary movie <em>A Jihad for Love</em>. <em>A Jihad for Love </em>came out 2007 and is directed by Parvez Sharma. The documentary movie is about homosexual Muslims and their jihad, struggle, for love and to be accepted in a world where they are barely recognized as a group. My aim of the thesis was to see how the movie portrays the persons who are in the film and their relationship to Islam and who gets access to the religion. I have also analyzed if Islam can be used to strengthen the sexual identity or if it works in the opposite way. I have used the theoretical instrument of intersectionality and religious proximity with a gender perspective with focus on sexuality and religion to analyze my material.</p><p>My conclusions of the thesis are that the men in the movie are often more portrayed as active subjects that can use the religion as a tool to strengthen the sexuality. The women are more portrayed as inactive objects that cannot use the religion to strengthen their sexual identity because of different power axes, like gender and sexuality, which collide and with each other. Another conclusion is that men have a higher grade of religious proximity which makes them closer to God, whereas the women traditionally don’t have the same closeness to God and cannot therefore have the same power in the religious hierarchy.</p><p> </p>

<p>The aim of this paper is in part to distinguish the ideas raised in the Swedish political debate on the new discrimination law in relation to protection of groups. Is protection by law against discrimination needed for the individual or the group? If it is needed for members of groups, are these groups viewed on as static or variable. Are there any conflicts present between group interests? We link these ideas to three different theoretical perspectives: multiculturalism, feminism and intersectionality and further examine the differences and contradictions between the perspectives represented by members of parliament. Drawing on the political debate and documents formulated within the government, this paper analyzes views on identity by group through the use of idea analysis. The main conclusions of this paper are the following. All theoretical views chosen are present within the debate. The representatives of feminism and multiculturalism call for distinctive needs. However, the philosophical debate current them between is not represented in the political debate on the discrimination law. The feminist concern stands without a multicultural opponent. The perspective on intersectionality is included in the debate but the understanding is quite incoherent. The government representatives choose to propagate for the principle of equal treatment instead of a variable view on groups.</p>

The cooperative design approach, which research and practice have proven to be successful in several ways, is based on understanding users and their contexts through a variety of methods. This approach of working closely together with the users, however, is not the same thing as letting the users decide themselves what to design. Rather it means that designers in an interdisciplinary research team, working in close collaboration with the users, will use their design skills and collected knowledge about the users to produce good designs. Though cooperative design has proven successful, there are ways in which it could be improved. Cooperative design derived as a result of criticism about the lack of focus on users in the design process. In this sense, cooperative design has been the critical view, whereas socio-cultural perspectives such as gender, values and power relations have been either suppressed, deliberately or not, or not taken into consideration to the full extent that they could be. In contrast, three important elements of cultural studies research are meaning, identity and power. Research in this field examines the relationship between people and context, and between cultural and social practices, as well as on forces that change or preserve power structures. One aim of this thesis is to emphasise the importance of these issues within cooperative design. The focus of my thesis is to, through a phenomenological approach and a critical view of the different cooperative design projects I have participated in, discuss issues that have either been part of the projects’ structure, or have been imposed on the projects by circumstances that perhaps could not be foreseen. Three main issues that need further investigation to understand how they affect the design process are discussed: language and meaning, the individual in the group-oriented activities of cooperative design, and finally power relations and structures. I use myself as the subject through which the socio-cultural and critical viewpoints are shown. My aim is to show that there are aspects of the individual researcher in the cooperative design process that impact the design space and design. Through a critical discussion of the projects and related issues, this thesis argues that the cooperative design process can involve data and methods that we do not always know how to handle. As a result, we can miss important aspects of the research or end up in difficult dilemmas. Therefore, we need to better understand on what grounds we make design decisions in the cooperative design process, investigate what effect the individual has in group-oriented design processes, and examine how culture, language and power structures guide us and how we use methods such as triangulation. I believe that researchers need to evaluate our cooperative design process from the outside, with the goal of improving these processes. / QC 20100519

The purpose of this thesis is to study some of the everyday interactional processes that take place in a special teaching group of children diagnosed with AD/HD. This group operates in an elementary school in a Swedish multicultural neighborhood. The starting point of the study is that AD/HD is much more than a neuropsychiatric diagnosis in the school’s pedagogical practice. The diagnosis contributes to shape many of the complex processes related to identity, socialization and learning that take a central place in the group’s daily interaction. The thesis combines an ethnomethodological and intersectional approach to analyze the everyday interactional and conversational practices, as well as various institutional and social categorization processes, of importance to the group. The study is based on a one-year ethno-graphic fieldwork and focus mainly on field notes and video recordings collected during different teaching activities. The thesis explores how the teachers accomplish different arrangements and practices to meet the pupils’ special educational needs. By analyzing these arrangements and practices the study shows how teachers and pupils establish meaning and understanding of “the problematic pupil with AD/HD” in everyday interaction and in conversation. The focus is upon the role that practices like descriptions, categorizations, and identity attributions, play in the interaction between members of the group when they negotiate positions in terms of normativity and resistance. Also important is how the institutional ordering between teachers and the pupils is related to social orderings along the lines of disability, ethnicity, class and gender. The analysis shows how the everyday arrangements and practices applied in the group, in combination with the daily production of meaning, generate different selection and stigmatization processes that school and special teaching ideologies were trying to prevent. The study stress the need for new pedagogical approaches to increase the understanding of those processes, as well as the articulation of new pedagogical alternatives that better respond to pupils with special educational needs. / Pojkar i behov av särskilt stöd - en studie om maskulinitet, särbehandling och socialisation i särskilda undervisningsgrupper

Symbolic resources transform in to social power and material resources through the educational system. This entails that all students should have equal access to it. The essay compares Swedish didactics in “immigrant” and “white” schools, all situated in socio-economically underprivileged areas, analysing interviews with eight Swedish teachers about their didactics regarding restricted and elaborated language code. Understanding teacher’s work in the class room requires attention to the intersections between race and class, and of both to the distribution of symbolic resources in general. The essay finds that the practice of the” immigrant” school teachers differs from the “white” school teachers’. The former are active, providing intellectual tools, scaffolding and driving force while the later choose a more passive attitude, letting students decide for themselves what to do and what goals to reach. Consequently “white” schools allow the reproduction of unequal distribution of symbolic resources while practice in immigrant schools aim to compensate for disadvantages. Practice seems to win legitimacy by different sets of conceptualisations. Immigrant students are envisaged like persons in need of help with low self-esteem and low drive. “White” students are looked upon as self-sufficient hedonists with a “natural” language competence.

Identity have come to fore in daily life, political life and social sciences in recent years. Debates on the ways how identity can be studied and conceptualized have been varying. There needs to make critical studies on multicultural Mardin using current theoretical possibilities. The reason of why Mardin is selected as the case of this study is that the significant role of identity in people living in Mardin as a multi-religious and multi-ethnic site. However, because of that &quot / difference&quot / which is expressed in the &quot / cultural diversity&quot / is understood with only ethnic and religious belongings, social class and gender are generally neglected. In this thesis, identity is studied as intersectionality of ethnicity, social class, and gender differences. It is focused on where, how and how certain identity expressions are selected. Accordingly, it is tried to be revealed that identity is not fixed and essentialist, rather is historical, contextual and contingent in the case of Mardinian Arabs. The most suitable data generation method for this research question is interviewing and participant observation as a part of living experience in the researching site.

In this thesis I have done a discourse analysis of the documentary movie A Jihad for Love. A Jihad for Love came out 2007 and is directed by Parvez Sharma. The documentary movie is about homosexual Muslims and their jihad, struggle, for love and to be accepted in a world where they are barely recognized as a group. My aim of the thesis was to see how the movie portrays the persons who are in the film and their relationship to Islam and who gets access to the religion. I have also analyzed if Islam can be used to strengthen the sexual identity or if it works in the opposite way. I have used the theoretical instrument of intersectionality and religious proximity with a gender perspective with focus on sexuality and religion to analyze my material. My conclusions of the thesis are that the men in the movie are often more portrayed as active subjects that can use the religion as a tool to strengthen the sexuality. The women are more portrayed as inactive objects that cannot use the religion to strengthen their sexual identity because of different power axes, like gender and sexuality, which collide and with each other. Another conclusion is that men have a higher grade of religious proximity which makes them closer to God, whereas the women traditionally don’t have the same closeness to God and cannot therefore have the same power in the religious hierarchy.

<p>This dissertation examines the topic of social perceptions regarding political candidates at the intersection of race and gender. Within this project I analyze 1) the degree to which stereotypes are held at different points of this intersection; 2) the degree to which these stereotypes can be influenced by way of priming via common news reporting messages; and 3) the ways in which these stereotypes and perceptions influence evaluations of Black female political candidates and their electoral prospects. In order to examine these issues, I utilize data from two surveys I have designed: the 2011 Social Cognition and Evaluation Survey and the 2012 Political Candidate Evaluation and Social Beliefs Survey. The former gathers information regarding social and personal perceptions of "average" and "elite" Black women, White women, Black men, and White men, and the ways in which negative intersectional priming messages can influence the evaluation of each of these groups. The latter survey includes an embedded experiment in which respondents participate in two mock elections and candidate evaluations. One mock election includes a Black female with a relatively dark complexion as the fixed candidate and the other includes a Black female with a relatively light complexion as the fixed candidate, with each competing against either a White male, White female, or Black male opponent. Based on the data from the aforementioned surveys, I find that people engage in stereotyping in an intersectional, rather than a one-dimensional, manner. Consequently, Black women at different social status levels and with differing skin tones are subject to distinct intensities of the attribution of racialized, gendered, and intersectional stereotypes. In turn, the ways in which the voting public evaluates them as political candidates are influenced by these stereotypes.</p> / Dissertation

Background: Pregnancy has been described as a period when women experience heightened behavioural surveillance. Young single women have commonly been described as a population who engage in high risk behaviours during pregnancy (e.g. smoking), yet they are also a population who often has access to fewer resources to make expected behaviour changes during pregnancy. Purpose: To explore the experiences of young single pregnant and parenting women regarding behavioural expectations and behaviour change during pregnancy. Research Questions: (1) What are the perceived behavioural expectations for young single women during pregnancy? (2) Who or what reinforces the perceived behavioural expectations? (3) To which behavioural expectations do young single women conform (or resist) and why? Methods: Nine single pregnant or parenting women between the ages of 15 and 24 were recruited from two urban community health settings between November 2011 and January 2012. Data was collected through individual semi-structured photo-elicitation interviews and analyzed using qualitative content analysis. Results: The main findings of the study include: (1) young single pregnant women are subject to a multitude of health and social behavioural expectations, (2) young single women experience internal and external behavioural surveillance during pregnancy, and (3) young single pregnant women experience these behavioural expectations as a tension between the potential for opportunity and oppression. Implications for Practice: By understanding young single pregnant women’s perceptions of how they are expected to behave, who and what reinforces such expectations, and how young women conform to or resist such expectations, the results of this project will inform the development of effective individual, community, and systemic level interventions and better inform interactions with young pregnant women.