In this thesis, I seek to answer the question of what constitutes a tenable form of sexual citizenship for lesbian-, bisexual- and gay citizens by deploying two models of citizenship which have permeated scholarly and public discourse: the “liberal” and the “republican” model. This is done in conjunction with critical engagement with two political philosophers, and their conceptualization of citizenship. They are (1) The capabilities approach by Martha Nussbaum and (2) cosmopolitan federalism as presented by Seyla Benhabib. This thesis uses three primary questions: (1) On what basis are members of the polity chosen? (2) On what basis are the members of the polity able to participate politically? (3) How does the conceptualized model of citizenship account for social- and civil rights pertaining to sexual difference? These questions furthermore establish the basis for the analysis of the models.  In order to assess the answers that the different model provide, this thesis utilizes two analytic variables articulated in terms of lack of rights and disenfranchisement which will throughout this thesis act as underpinnings. These variables are predicated on reflecting two mechanisms of exclusions of lesbigay citizens, the claim being that the rejoinders to them are used to assess and constitute to a tenable sexual citizenship.

This study aims to assess the Swedish national value framework (Svenska statliga värdegrunden) in light of liberal multicultural theory, with a particular focus on the perceived conflict between theoretical principles and actual political practices, exemplified by Swedish authorities' participation in Stockholm Pride. To achieve this, an ideological analysis applies three contemporary liberal multicultural theories to evaluate the alignment of the Swedish national value framework with these theories. The subsequent examination of Swedish authorities' involvement in Stockholm Pride seeks to determine whether such participation is endorsed or discouraged by the identified theoretical framework. The analysis supports a fundamental premise of this study – that state authorities' active support for LGBTQ+ rights and participation in Stockholm Pride is not only acceptable but also encouraged by liberal multicultural theory. Importantly, this endorsement does not compromise the principles of state neutrality integral to liberal ideals.

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This thesis examines how archives and archival pedagogy can be used to increase the visibility and availability of LGBTQ-history. The aim of this thesis is to explore how archival pedagogy can be used to benefit LGBT-people’s identity formation and what role(s) archives could offer. The thesis is based in textual analysis combined with a visit at QRAB, Sweden’s only LGBTQ archive, and research into the kind of archival materials available. It uses queer theory, norm critical pedagogy and archival pedagogy to evaluate the materials available as well as develop an example of an archival pedagogical tool known as the “archive suitcase.” Both literature and archival material with direct connection to LGBTQ-history have been usedfor a historical summary over Sweden’s LGBTQ-history. The visit to QRAB also resulted in a presentation of archival materials available and an example for the archive suitcase with a focus on trans and gender nonconforming history. The study concludes that archives have a major role to play in the advancement and promotionof LGBTQ-history and therefore also in LGBTQ-people’s identity formations. It also accounts for ways the archives can use their existing archival material in their archival pedagogy outreach. This is a master’s thesis in Archival Science.

Adolescence is a critical stage of human development, one that can be especially challenging for teens that are navigating certain vulnerabilities in their identity formation. With the World Health Organization stating that 14% of 10–19 year-olds experience mental health conditions, educational environments are increasingly needed to address mental concerns in their curriculums. This qualitative research project used a combination of art based inquiry and narrative analysis to answer the following question, “How can educational environments promote resilience and positive youth development during adolescent identity exploration?” Findings illuminated several emergent themes that culminated in the following four recommendations for educational environments; 1) Integrate opportunities for creative self-expression in general education spaces, 2) Professional development for educators to integrate Social Emotional Learning (SEL), 3) Create opportunities for social interactions between students and educators, 4) Create and support opportunities for social interactions between students, and 5) Ensure educational spaces include mental health support for students.

Orientation Device is a tool for understanding the other towards recognizing alternative possibilities, for care and compassion, for expanding our culturally and politically bounded mindset, a tool of vital nausea and questioning compulsory heterosexuality. The work is a series of augmented reality (AR) experiences for mobile device that allow the audience to participate in documentary queer performances in any private or public setting. These immersive experiences challenge our perception of space. The LGBTQIA+ community is often disoriented within heteronormative spaces, and this work reverses that dichotomy by disorienting the audience. As a cisgender creator, I invite queer performers, artists, poets, and thinkers who express their identity in their creative practices. As the AR medium is widely distributable, I want to give the participants the potential opportunity to present themselves to a wide international audience through the poetics of augmented reality and documentary video holograms. / Master of Fine Arts / ORIENTATION DEVICE: poiesis of documentary volumetric video for augmented reality; location-aware interactive mise-en-scène; applied queer phenomenology; the potential of procedural worldmaking in the future

Tranny Muse is a poetry collection that interrogates personal, historical, and socio-cultural genealogies, functioning as both a record and an archive. As the speaker of these poems, I explore my life thus far: from growing up Mormon and coming out as gay and trans/nonbinary to performing in drag and finding new forms for home and community. The collection, organized by books of prose and lineated poems, enacts yet queers traditional genre conventions by transgressing their boundaries as I wrestle with finding form for desire, ethics, trauma, and dis/eu-phoria. / Master of Fine Arts / Tranny Muse is a poetry collection.

Upplevelsen av mötet med skolsköterskan – Hbtq-ungdomars erfarenheter och förväntningar Syfte: Att beskriva HBTQ-ungdomars erfarenheter av och förväntningar på skolsköterskans stöd i relation till deras sexualitet. Bakgrund: Forskning visar att skolsköterskan kan ha bristande kunskap samt negativa attityder gentemot sexuella minoriteter. Studier visar även att elever inte ansåg det säkert att prata med skolsköterskan om sexualitet. Metod: Ostrukturerade, berättande forskningsintervjuer genomfördes med 10 ungdomar som identifierade sig som HBTQ. Intervjuerna analyserades med kvalitativ innehållsanalys. Resultat: Studien visar att ungdomar som identifierar sig som HBTQ hade upplevt både positiva och negativa erfarenheter i mötet med sin skolsköterska. De ungdomar som haft positiva erfarenheter av sin skolsköterska upplevde att hen lyssnade med respekt och förmedlade trygghet. De negativa erfarenheterna grundades på att skolsköterskan haft bristande kunskap om HBTQ samt upplevts heteronormativ. Ungdomarna förväntade sig att bli lika behandlade, få möjlighet till aktivt samtalsstöd, en tillitsfull relation och ett kompetent bemötande från skolsköterskan. Slutsats: Skolsköterskan behöver ha kompetens och kunskap om HBTQ för att hen ska kunna möta ungdomar som identifierar sig som HBTQ på ett adekvat sätt. / The feeling of the meeting with the school nurse – LGBTQ-youths experiences and expectations Aim: To describe experiences of and expectations on support from school nurses by young LGBTQ people. Background: Research shows that school nurses may lack knowledge and have negative attitudes towards sexual minorities. Studies also show that students did not feel safe talking to the school nurse about sexuality. Method: Unstructured narrative interviews were conducted with 10 youths who identified themselves as LGBTQ. The interviews were analyzed with qualitative content analysis. Results: The study shows that youths who identify themselves as LGBTQ have had both positive and negative experiences in interactions with their school nurse. Youths who have had positive experiences with their school nurse felt that the nurse listened with respect and mediated safety. The negative experiences are due to the school nurse not being well versed in the subject of LGBTQ as well as seeming heteronormative. The expectations of the youths were to be treated equally, given the opportunity for active call support, a trustworthy relationship and a competent response from school nurses. Conclusion: A school nurse needs to be compentent and possess knowledge in LGBTQ to properly interact with LGBTQ-youths.