This dissertation examines the ‘failed’ forced migration of the Kashmiri Sikh community after they became targets of an attack carried out by unknown perpetrators on March 20th, 2000, in Chittisinghpora, a quiet Sikh village hidden away in the mountains of South Kashmir. Claiming the lives of thirty-five Sikh men from the village, the attack was a first for Sikhs who by all accounts had been ‘spared’ the violence of the Kashmir conflict and had been living peacefully in Kashmir Valley for generations. Although no one knows who perpetrated the attack or why, speculation runs rife that its foremost purpose was to trigger a mass displacement of Sikhs from the region. Yet, after days of contemplating whether they should move, the Sikhs stayed. If indeed the aim of the violence was to trigger a mass displacement, then what explains why the Kashmiri Sikhs were not displaced? Using Chittisinghpora as an entry point, my dissertation aims to interrogate displacement as a response to violence. I use the term ‘rootedness’, which Myron Weiner describes as a sort of territorial ethnicity with which people make claims to a space, to describe the Sikh decision to stay and argue the ability (and desire) of people to continue living in a place of violence may be construed as an act of resistance not only to the intended consequence of violence, in this case displacement, but to the violence itself. Examining a failed forced migration, therefore, allows us to understand not only the circumstances under which a community resists getting displaced despite experiencing violence but also how people continue to live in the place of violence. To understand Sikh rootedness in Kashmir, I conducted ethnographic research in Kashmir over a period of eight months in 2018 and follow up visits in March 2019 and 2021, during which I collected over 100 interviews with Sikhs and Muslims in North, South and central Kashmir, and completed several hours of observation every week. Additionally, I collected data from newspaper archives located in Punjab and historical archives located in New Delhi. I explain Sikh rootedness as a function of two main factors: 1) the precarity that comes with being a group that is neither considered the ally of the Indian state nor of the Muslims, which allows Sikhs to negotiate safety and 2) the landedness of Kashmiri Sikhs, and to a lesser extent, their employment in government which are economic anchors. Together, both factors allow Sikhs to assert social and economic agency and maintain a peaceful ‘coexistence’ with Muslims, enough to justify remaining rooted. Although the focus on displacement in migration studies is certainly warranted given the massive numbers of people displaced due to conflict, the fact is that not everyone can, or wants to, leave. Given this, a focus on what keeps people rooted is urgently needed. In the scholarship on Kashmir, displacement has been a predominant theme, given the large-scale exodus of the Kashmiri Hindus (Pandits) following an escalation of violence in the state in the 1990s. This has led to an unfortunate communalization of much of the discourse that comes out of Kashmir, and also sometimes reduced it to a ‘Hindu-Muslim’ or ‘India-Pakistan’ conflict. Sikhs are predominantly absent from this scholarship. Even in the discipline of Critical Kashmir Studies which has sought to focus on the people’s experiences of conflict rather than a religious or statist narratives, Sikhs experiences in and of conflict, remain missing. Understanding their lived experience in Kashmir, therefore, attempts to correct this erasure and also disrupts binary discourses. / Geography

This is a journey of making a reconstructing documentary film about three brothers, who survived the mass-execution in 80s in Iran. The brothers who appeared in the main court of justices in Stockholm in 2020, in order to recognise the detained executioner and also testify what the prisoners had been through at the time.  The filmmaker sat in the court and observed that the court was inappropriate place for them to tell their very sensitive and personal stories. She decided to reconstruct the spaces and let the stories be heard by a wider audienc.

Religion and religious ritual has been linked to providing individuals and entire communities with the ability to cope in the aftermath of life-changing traumas. This thesis explores the intersection of coping and ritual in the aftermath of the recent persecution of the Yezidi people. The methodology utilizes qualitative interviews and participant observation which was conducted in Ainkawa, Lalish and Bashiqa during fieldwork that took place in July 2017. A sample of 25 Yezidis who remain displaced in Northern Iraq were asked to describe their experience of coping in the aftermath of the Sinjar Massacre. I argue that the introduction of a baptismal ritual extended to adult women became a medium to reclaim identity. This allowed women who were abducted to symbolically re- declare themselves as Yezidi, cope with the trauma, reintegrate into the community and reclaim their identity through ritual, which presents healing in a framework that is largely relatable.

Plus que jamais, les débats que suscite le personnage de Louis-Ferdinand Céline s’apprêtent à prendre le pas sur la réception de son œuvre littéraire, pourtant exceptionnellement riche. Soumis à une lecture souvent approximative, imprégnée d’aprioris, ses écrits sont couramment victime d’une mise en perspective déformée, car abordés à rebours. Deux idées aussi tenaces que contradictoires se maintiennent alors : celle d’une œuvre principalement politique et celle d’un écrivain avant tout styliste. Donnant la priorité à une approche en accord avec le développement chronologique de l’œuvre, ce travail de thèse propose de remettre en valeur les intentions primaires de celle-ci. À partir d’une contextualisation dans l’histoire des idées de Voyage au bout de la nuit, Mea culpa et Bagatelles pour un massacre, elle soutient que les écrits de Céline s’appuient sur une interrogation philosophique qui s’élabore autour d’un même malaise vis-à-vis de l’héritage des Lumières, mais dont les conséquences, autant pour le fond que pour la forme, diffèrent selon les textes. Alors que Voyage au bout de la nuit présente une interrogation ontologique axée autour du motif du néant, Bagatelles pour un massacre poursuit une approche où la remise en question des Lumières donne naissance à des revendications esthétiques et sociologiques autant qu’à des diatribes idéologiques. Aux confins de l’un et de l’autre texte, Mea culpa pose les bases de ce passage de l’abstrait au concret, si lourd de conséquences pour l’appréhension de l’œuvre. Ainsi, ce travail de thèse contribue non seulement à une meilleure compréhension des textes abordés, mais montre l’univers intellectuel sous-jacent qui les relie. / More than ever, debates engaging the character of Louis–Ferdinand Céline prevail over assessments of his collected work. The latter tends to receive superficial treatment, falling victim to a distorted perspective, infused with pre-judgment and approached through the prism of the author rather than the work itself. Two ideas, as persistent as they are contradictory prevail: of work that is inherently political and of a writer who is above all a stylist. Emphasising an approach in sync with the chronological development of Celine’s work, this thesis proposes to resurrect the author’s primary intentions. Starting with a contextualisation of Voyage au bout de la nuit, Mea culpa and Bagatelles pour un massacre, it is submitted that the writings of Celine rely on philosophical questioning developed around the same unease as has been witnessed on the legacy of the Enlightenment, but whose consequences, as much for the substance as the form, differ as according to the text. Whilst Voyage au bout de la nuit presents an ontological question centred on the theme for nothingness, Bagatelles pour un massacre pursues an approach where the questioning of the Enlightenment gives rise to aesthetic and sociological claims as well as ideological denunciations. At the extremities of the various texts, Mea culpa forms the basis of this movement from the abstract to the concrete albeit fraught with consequences for the understanding of the work. Thus, this thesis not only contributes to a better understanding of the texts examined, but shows the underlying intellectual universe that connects them.

This thesis examines how Shinzo Abe’s historical perspectives on “comfort women” and the Nanjing Massacre are influenced by global demands. Abe’s official account on these issues have been affected by pressures to reconcile with South Korea and to face China’s rise for strategic reasons. This originates from sources including think tanks such as the Center for Strategic and International Studies and media. Joseph Nye’s concept of soft power will provide the theoretical background to analyze Abe’s views on both issues. The existence and method through which these pressures are applied will be detailed and explored. This research will hope to contribute to the understanding of historical memory in the Asia-Pacific and how it remains an issue that undergoes changes in the current political climate. / Graduate

Denna uppsats har skapats med syftet att undersöka och jämföra skildringen av stereotypen the final girl i filmerna The Texas Chain Saw Massacre (1974) och The Texas Chainsaw Massacre (2003), med utgångspunkt i teori om genusrepresentation och slasherfilmstereotyper. För detta använde undersökningen en komparativ metod i form av en filmsemiotisk analys. Metoden utformades också för att särskilt avläsa karaktärers beteende och agerande. För att stärka undersökningen har analys – och resultatdelen grundats på teori om stereotyper, slasherfilmer, och genusrepresentation, med särskild hänvisning till Carol J. Clovers uppsats: Her Body, Himself (1987). Undersökningens resultat påvisade att filmernas skildring och representation av stereotypen hanteras olika, där den senare nämna filmen skildras som mer stereotypisk enligt sin representation. Detta kan ha berott på det stora tidsspannet mellan filmerna, och de feministiska rörelser som har påverkat filmindustrin under denna tid. / The purpose of this essay was to examine and compare the portrayal of the final girl stereotype in The Texas Chain Saw Massacre (1974) and The Texas Chainsaw Massacre (2003), based on literature about gender representation and slasher movie stereotypes. To achieve the purpose of the study, a comparative method was used in the form of a film semiotic analysis. This method was also purposefully adjusted for analyzing the representation of a character’s manners and behavior. To strengthen the analysis, theoretical approaches about stereotypes, slasher movies, and gender representation was used, with special reference to Carol J. Clovers essay: Her Body, Himself (1978). The result proved that the stereotype was portrayed differently in both movies, and that the latter mentioned one included a stronger and more obvious stereotypical representation. This outcome may have been affected by the large time-gap between the two movies, as well as the feminist movements that had influence on the movie industry during the time of their respective productions.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente tese faz um estudo sobre a criminalização secundária e a justiça penal hegemônica a partir da análise criminológica do caso de Eldorado de Carajás. A metodologia usada é a pesquisa bibliográfica agregada à pesquisa documental. Nestas, extraiu-se o discurso das criminalizações e sua função subterrânea no Estado Policial. A metodologia empreendida na realização deste trabalho parte da perspectiva do materialismo histórico. Os processos criminalizantes secundários subterrâneos não se exaurem em um momento efêmero, mas são a continuidade histórica de uma tragédia, de uma mesma matriz massacrante, seguindo a lógica da luta de classes. Essa continuação se dá pelas violências institucionais e estruturais com matriz nos conflitos agrários antecedentes e que detêm raízes legitimantes de massacres nos discursos criminológicos que vão do pré-positivismo ao criticismo contemporâneo. A comprovação da tese ocorre pela análise da ação penal que ficou mundialmente conhecida como O Caso do Massacre de Eldorado dos Carajás. O ponto de partida é a verificação concreta do respectivo caso, avançando para uma concepção abstrata da criminalização secundária subterrânea. O papel de pulsão vingativa do Estado contra a miséria e a adesão subjetiva à barbárie pela Justiça Penal deixam claros seu caráter hegemônico e a existência de uma criminalização vitimológica (secundária e subterrânea) em razão da distribuição desigual dos bens positivos e negativos aos condenados da terra. / This thesis is a study about the secondary criminalization and the hegemonic criminal justice from the criminological analysis of the Eldorado de Carajás case. The used methodology is literature assembled with documental research from which the discourse of the decriminalization and its furtive role inside the Police State was extracted. The method undertaken to perform this work starts from the perspective of the historical materialism. The secondary and illegal criminalizing processes do not wear themselves out in a fleeting moment, but, are the historical continuity of a tragedy, from an equal massacre matrix, following the logic of the class struggle. Such continuation happens through the structural and institutional violence rooted in the previous agrarian conflicts and holds legitimizing roots of massacres in the criminological discourses that go from pre-positivism to contemporary criticism periods. The proof of the thesis happens with the analysis of the prosecution worldwide known as O Caso do Massacre de Eldorado dos Carajás. The starting point is the concrete verification of the respective case, moving towards an abstract conception of the secondary and furtive criminalization. The role of the vengeful impulse of the State against misery and the subjective adhesion by the Criminal Justice to the barbarism make clear their hegemonic character and the existence of a victimological criminalization (secondary and furtive) due to the uneven distribution of both positive and negative rights to the land wretched ones.

Sandby borg, an Iron Age ringfort on Öland, Sweden has been and is still at the center of attention in media and archaeological research. The massacre uncovered at the site during recent years opens many doors for analyses on the Migration Period (c. 400-550 AD) Iron Age skeletal remains. Eighteen teeth (molars) from 12 individuals and three rodent teeth were chosen for strontium (87Sr/86Sr) analyses. This was done to establish whether these individuals were locals or non-locals to Öland. The analyses displayed a, for the most part, local 87Sr/86Sr ratio. Two non-locals were identified, as well as a pattern of higher 87Sr/86Sr peaks on numerous of the individuals during a certain age span, which could indicate a local weaning process with a special food. / Sandby borg

More guns-less violence? A qualitative and comparative analysis between the swedish and the american daily news-press.

Disconnection in teacher-student relationships caused by the alienating processes and goals of the public school system is the most pressing challenge facing high school teachers today. Disrupting this disconnection and subverting the forces that produce it are the primary goals of the savvy teacher. In this dissertation I claim that teachers require two distinct yet interconnected kinds of abilities to achieve this disruption. They need the curriculum teaching skills they are taught in teacher education programs, and they need additional skills not formally taught which would enable them to build and sustain relationships with students, in the face of school structures and processes that produce fear and isolation. These relational skills I term `savvy' (Parelli, 1993).' I contend that teachers who are savvy can establish and sustain teacher-student classroom partnerships that ameliorate the fear produced by the social, political, and economic forces that shape the institution of schooling. The following research describes how I adapted my horse whispering savvy to teaching in a high school setting. Being savvy in the classroom involves the ability to win students' trust, to form partnerships with students, and to sustain those relationships through continuous changes that threaten to disrupt them. While the development of teacher savvy is a very individual process, that process must lead to the acquisition of three vital abilities: the ability to develop teacher-student partnerships, to sustain those partnerships, and to track behavior indicating changes in relational rhythms. These abilities can be developed only in concert with an awareness derived from personal experience of the need to change teaching practice. Acting on this desire to change, the savvy teacher must be able to utilize the inadequate processes of schooling to educate students about the problems produced by our way of living that is neither compatible with our planetary systems, nor sustainable over the long term. To practice horse whispering savvy in the classroom teachers must learn to see the teaching environment as a complex interaction of systems, that is, as a network of interconnected reciprocal relations that function well as long as its interacting systems unfold harmoniously. They must learn to track this relational system from within, immersed in the web of classroom relationship, being sensitive to shifts in relational rhythms, and aware of the patterns and needs of other systems that compose the learning setting. Savvy teachers must be willing to educate students to understand the influence of the corporate agenda in the process of schooling and, to this end, abandon typical prescribed curriculum plans, and rely instead on teachable moments that occur within the classroom setting, all the while camouflaging their intent to educate students to think for themselves. It is important for the savvy teacher to realize how being powerless can make students and even student teachers feel fearful and disconnected, unprepared to handle what occurs in the school setting or even influence the outcome of events. The savvy teacher needs to help form solutions to problems, encouraging and enhancing self-sufficiency in the classroom in order to disrupt dependency on the processes offered to us by the corporate way of living.