Global ETD Search

81	Now – let's eat! : en etnologisk studie om mat, minne ochtillhörighet i den svenskjudiska diasporan Jonsson, Sofia January 2013 (has links) This master thesis is an ethnological study focusing members of a young, urban Jewishdiaspora in Sweden. The study's aim is to problematize and describe the relation between theJewish minority that is regarded as religious, and the secular normative majority societyregarded as non-religious. The study explores questions regarding social positioning,belonging and memory and how Jewish traditions are practiced in contemporary Sweden. Themethodological approaches are interviews and participation observations with a specific focuson food; its symbolic value and how food can materialize identities and communicatememories. The empirical data comprises 24 interviews in total, of which 11 interviews havebeen chosen and thus constitute the material on which the study's analysis is made upon. Theanalysis is mainly based upon the theoretical perspective of phenomenology focusinganalytical concepts as materiality, positionality, (conditional) belonging, minority/majorityand diasporic processes. By being regarded as "well integrated" and at the same time beingdesignated as one of Sweden's national minorities, the Jewish group is given contradictorypositionalities, which is examined in this study. The study also shows that memory and aconnection to the past (both personal and general Jewish history) are of great importance tothese informants when expressing their identities, and that this connection often materializesthrough food. By highlighting the informants' experiences of keeping kosher, it becamevisible that Jewish way of life challenges the normative (imagined) secularity in Sweden. ethnology diaspora food memory religious secular Jewish youth Jewish food culture minority integration positionality materiality etnologi diaspora mat minnen religiös sekulär svenskjudiska unga vuxna judisk matkultur minoriteter integration positionalitet materialitet
82	Den säkra zonen : Motiv, åtgärdsförslag och verksamhet i den särskiljande utbildningspolitiken för inhemska minoriteter 1913-1962 / The safety zone : Motives, suggested measures and activities in the separative education policy targeted at native minorities [in Sweden] 1913–1962 Sjögren, David January 2010 (has links) The thesis studies how and why ethnicity was used as a ground for separation in order to establish education that was segregated from the normal teaching in elementary schools. The thesis focuses on the educational policy targeted at Gypsies, vagrants and nomadic reindeer-herding Sámi. Due to their ways of living they did not fit into the general Swedish education, which was based on domicile. My aim is to problematise research of the teaching that was offered to Sámi and Gypsies. The safety zone has been used as a metaphor for analysing a physical, spatial way of thinking, where the location of the educational environment in relation to the surrounding society was focused on. The concept has also been used in order to analyse a dimension of educational content that was a matter of forming the pupils’ way of thinking and knowledge. What may at first glance be perceived as primitive and poor, e.g. teaching out of doors, may also, as I see it, be interpreted as a manifestation of a radical educational current. The education policy was moreover a concern not only for the state or for centrally placed actors but engaged the local authority community and other actors. The study shows how actors at different levels in a country committed to education handled issues concerning ambulatory ethnic groups. It was not the same issues that were relevant for the groups, but they involved a common pattern of thought. The education policy, teaching activities and sorting process that are described developed under the influence of international educational and socio-political currents and were shaped by politicians, civil servants, experts, teachers and all sorts of “amateurs”. It is the scope of their knowledge basis, opinions, proposals and actions that is focused on. The thesis also deals with a complicated justification process for identification, sorting and implementation of a separative education, where quite often a “Swedishness” that was difficult to capture was articulated as a norm in relation to the deviant groups. Education Education policy School Sámi Vagrants Gypsies Ethnicity Reform pedagogy Minority children Ambulatory School utbildning utbildningspolitik minoriteter samer zigenare tattare romer nomadskola ambulerande skola reformpedagogik pedagogikhistoria 1913-1962 grundskola enhetsskola särskiljande utbildning läroplaner kursplaner History Historia
83	"La leyenda tiene una base real" : Análisis crítico del discurso de un artículo de El País Jansson, Patrik January 2013 (has links) This paper carries out a critical discourse analysis (CDA) of the article "¿Chinofobia?” published by the Spanish newspaper El País. It applies the theory of racist discourse in the media as formulated by Teun A. van Dijk. Its hypothesis is that the article, which supposedly analyses discrimination against the Chinese minority in Spain, covertly blames the Chinese minority itself for the discrimination. Applying CDA methodology as exemplified in previous studies by van Dijk, the paper analyses the article on global and local levels, and delineates its mental model. The global level analysis describes the article in terms of macropropositions and proposes a macrostructure: the self-alienation of the Chinese minority. The paper then analyses how the macrostructure is reinforced on the local level through micropropositions by examining 1) how vocabulary serves the negative presentation and othering of the Chinese minority, 2) how strategies of mitigation minimise discrimination by employing imprecise and vague language, 3) how quotes are used to give coherence and force to the macrostructure, 4) how implications associate the Chinese minority with criminality, and 5) how stereotyped beliefs about the Chinese minority are presented as common sense (presuppositions) and fallaciously argued. Finally, the paper delineates the mental model: the presuppositions about integration, and the implicit warning that minorities should integrate or they will be discriminated against. critical discourse analysis van Dijk racism discrimination media discourse minorities Spain kritisk diskursanalys van Dijk rasism diskriminering mediediskurs minoriteter Spanien análisis crítico del discurso Van Dijk racismo discriminación discurso mediático minorías España General Language Studies and Linguistics
84	Authentic Language : Övdalsk, metapragmatic exchange and the margins of Sweden’s linguistic market Karlander, David January 2017 (has links) This compilation thesis engages with practices that in some way place stakes in the social existence of Övdalsk (also älvdalska, Elfdalian, Övdalian), a marginal form of Scandinavian used mainly in Sweden’s Älvdalen municipality. The practices at hand range from early 20th century descriptive dialectology and contemporary lay-linguistics to language advocacy and language political debate. The four studies focus on the logic by which such practices operate, on the historically produced visions that they bring into play, as well as on the symbolic effects that they have produced. Study I provides a zoomed-out account of the ordering of Övdalsk in Sweden’s linguistic market. Focusing on a relatively recent debate over the institutional regimentation of Övdalsk, it analyses the forms of agreement upon which the exchange in question has come to rest. The contention has mainly developed over the classification of Övdalsk, percolating in the question of whether Övdalsk ‘is’ a ‘language’ or a ‘dialect’. Analysing this debate, the study takes interest in the relationship between state power and metapragmatic exchange. Study II deals with the history of linguistic thought and research on Övdalsk. It analyses the genesis of some durable visions of the relationship between Övdalsk and linguistic authenticity, focusing on the research practice of the Swedish dialectologist Lars Levander (1883–1950), whose work on Övdalsk commands representative authority to this day. By engaging with Levander’s techniques of scholarly objectivation, as well as with their language theoretical fundaments, the study seeks to create some perspectives on, and distance to, the canonical representations of Övdalsk that have precipitated from Levander’s research. Study III looks into the reuse and reordering of such representations. It provides an ethnographic account of a metapragmatically saturated exchange over Övdalsk grammar, in which descriptivist artefacts play an important part. Through an analysis of texts, in situ interaction, and interviews, the study seeks to grasp the ways in which textual renditions of grammar interrelate with practically sustained, socially recognized models of language and language use (i.e. registers). Study IV tracks the ways in which such visions of authenticity have been drawn into institutionally and politically invested metapragmatic exchanges. It looks into a process of naming of roads in Älvdalen, in which ideas about the contrast between Swedish and Övdalsk played a central part. In all studies, various visions of Övdalsk authenticity and authentic Övdalsk constitute a central theme. The thesis maintains that such visions must be understood in relation to the practices in which they hold currency. Following Silverstein, this epistemological stance entails an engagement with the dialectic between historical formations and situated exchange. Through this analytical orientation, the studies seek to account for the visions of authenticity that have been at the forefront of various symbolic struggles over Övdalsk. Thus, in addition to their respective analytical accounts, the separate studies seek to add shifting temporal horizons to the superordinate heuristic, combining a deep historical backdrop with accounts of protracted institutional processes and analyses of situated linguistic interaction. Ultimately, this mode of analysis provides an in-depth understanding of the object of inquiry. / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Submitted.</p> authenticity history of linguistic thought indexicality linguistic anthropology linguistic minorities metalanguage metapragmatics philosophical anthropology Övdalsk autenticitet filosofisk antropologi indexikalitet lingvistisk antropologi metaspråk metapragmatik språkliga minoriteter språkvetenskapens idéhistoria älvdalska Languages and Literature Språk och litteratur General Language Studies and Linguistics
85	Politiska partier och religiösa elever: en textanalys / Political Parties and Religious Students: a text analysis Nilsson, Natalie, Lyngö, Johanna January 2022 (has links) Detta arbete undersöker hur Riksdagspartiernas uttalanden om religion kan tänkas påverkareligiösa elever i skolan. I huvudsak har tre teorier används: Bronfenbrenners ekologiskasystemteori, Saids teori om Det Annorlunda och Goffmans teori om stigma. Arbetet hargjorts som en textanalys, där material från partierna samlats in och sedan analyserats.Frågeställningarna som guidat arbetet är: ● Kan Riksdagspartierna bidra till stigmatiseringen av religiösa elever?○ Vilka direkta och indirekta budskap finns i partiernas textproduktion gällandereligion och religiösa människor? Undersökningen visar att problemet är väldigt komplext, och att ett enkelt svar inte går attutröna. Det finns dock ett tydligt samband mellan Riksdagspartiernas uttalanden och religiösaelevers vardag i skolan, samt mellan detta arbetes resultat och den tidigare forskningen. Den Andre elever färgblindhet minoriteter mångkulturalitet partier politik rasism religion samhällskunskap sekularism skola stigmatisering Educational Sciences Utbildningsvetenskap
86	Native Americans och Samerna : Jämförelse mellan USA:s och Sveriges lagar om ursprungsbefolkningarnas rättigheter Örnberg, Ida January 2022 (has links) This study compares USA and Swedish laws on Native Americans and Sami. Indigenous peoples are known to have inadequate rights because they are discriminated against. This is why the study has focused on examining what their rights look like and whether it is the implementation of the laws that has caused the high risk of discrimination. The study has focused on three areas: discrimination, self-determination and assimilation. the study has been based on these three areas when we look at the laws to see how it is in these areas among indigenous peoples. The approach will be to review the laws and compare them with similar laws in both countries, to see what similarities and differences there are around the laws of indigenous peoples. The different laws that the study will be going through in Sweden are Nationella minoriteter and minoritetspråk, Rennäringslagen and Sametingslagen and the US laws are the General allotment act, the Indian civil rights act, the Indian reorganization act and Native American language act. The results showed that the laws have some similarities but also large differences, because of the different forms of governments the countries have. One example of this is in the USA they have allot of power far down among the levels such as the states themselves and Native Americans own governments and courts, where they have the power to judge people and enforce laws. In Sweden the largest power exists in the parliament and the Sami there for do not have their own courts or governments where they have the power that Native Americans have. It also showed that many of the laws have changed some over the years, some more than others, but it turns out that it does not matter so much when they still have not made enough significant changes that help the indigenous peoples. Native Americans the General allotment act the Indian civil rights act the Indian reorganization act the Native American language act samer Rennäringslagen Sametingslagen
87	Dilemmatiska aspekter i förskolans minoritetsuppdrag : En studie om förskolepersonals förståelser av arbetet med Sveriges nationella minoriteter och minoritetsspråk / Dilemmatic Aspects in the Preschool’s Minority Assignment : A study of preschool personnel’s understandings of working with the Swedish national minorities and minority languages Friberg, Liv January 2023 (has links) I juli 2019 försågs förskolan med en ny läroplan och med den ett utökat minoritetsuppdrag, vilket i korthet innebär att förskolan ska bidra till att skydda och främja de nationella minoriteternas språk och kulturer. Tidigare forskning pekar på att läroplansändringar om de nationella minoriteterna haft liten inverkan på ämnesinnehållet inom utbildningssystemet och att det finns svårigheter kopplade till att implementera kultur- och språkrelaterade policyer i förskolan. Syftet med föreliggande studie är därför att genom förskolepersonals förståelser lyfta fram dilemmatiska aspekter i förskolans minoritetsuppdrag. En tonvikt har placerats vid den nationella minoriteten romer, vilket delvis motiveras genom en webbenkät som distribuerats i studiens startskede. Av de fem nationella minoriteterna hade färst respondenter berört romer i förskolans utbildning. För en fördjupad förståelse och för att generera mer data hölls två fokusgruppsintervjuer med totalt sex informanter och en kompletterande individuell intervju med ytterligare en informant. Eftersom studien undersökt ett känsligt ämne genomsyras den av reflexivitet och etiska överväganden. Den data som genererats har analyserats och diskuterats med hjälp av Michael Billigs begreppsapparat ideologiska dilemman, med fokus på sunt förnuft och motstridigheter. Det sunda förnuftet säger att förskolans minoritetsuppdrag är viktigt för att bevara ett kulturarv, revitalisera minoritetsspråken och motverka fördomar. Motstridigheterna består i att arbetet med Sveriges nationella minoriteter och minoritetsspråk villkoras på grund av prioriteringar och rangordningar, resonemanget ”inget minoritetsbarn – inget minoritetsuppdrag”, en rädsla för att göra fel och en strävan att undvika konflikter. Genom en analytisk diskussion påträffas fyra dilemmatiska aspekter i skärningspunkterna mellan 1) ideologier som förskolan förväntas förmedla och ideologier om förskolan som institution, 2) en strävan att revitalisera minoritetsspråken och att det aktualiseras först när ett minoritetsspråkigt barn finns i barngruppen, 3) en strävan att motverka fördomar och en rädsla för att i stället befästa dem och 4) att ge barn förutsättningar att utveckla en kulturell identitet och minoritetsspråket och att upprätthålla tillitsfulla relationer och samarbeten med vårdnadshavare genom att låta bli när de så önskar.Studien bidrar till kunskap om dilemmatiska aspekter i förskolans minoritetsuppdrag och gör dem på så sätt möjliga att adressera. / In July 2019, the preschool was provided a new curriculum and with it an extended minority assignment. In short, this assignment means that the preschool shall protect and promote the languages and cultures of the Swedish national minorities. Previous research indicates that curriculum changes regarding the national minorities generally have little impact on the subject content within the education system and that there are difficulties linked to implementing policies about language and culture in preschool. Therefore, the purpose of this study is to highlight dilemmatic aspects in the preschool's minority assignment through preschool personnel's understandings. An emphasis is placed on the national minority Roma, which is partly motivated by a web survey that was distributed in the initial stages of the study. Out of the five national minorities, the fewest respondents had referenced Roma people in the preschool’s education. For a deeper understanding, and to generate more data, two focus group interviews with a total of six informants and a supplementary individual interview with yet another informant were held. Since a sensitive subject is being examined, the study is permeated by reflexivity and ethical considerations. The data generated has been analyzed and discussed using Michael Billig's theoretical approach to ideological dilemmas, with a focus on common sense and contrary themes. What passes as common sense is that the preschool's minority assignment is important to preserve a cultural heritage, revitalize the minority languages and counter prejudice. The contrary themes regard conditions for working with the Swedish national minorities and minority languages, such as priorities and rankings, the reasoning "no minority child – no minority assignment", a fear of making mistakes, and avoiding conflicts. Through an analytical discussion, four dilemmatic aspects are found in the intersections between 1) ideologies that the preschool is expected to convey and ideologies about the preschool as an institution, 2) an effort to revitalize the minority languages and that this is only actualized when a minority language speaking child is present in the child group, 3) an effort to counter prejudices and a fear of instead reinforcing them and 4) supporting children’s need to develop a cultural identity and their minority language and to maintain trusting relationships and collaborations with children’s guardians by not doing so, if that is their wish. This study contributes to highlighting dilemmatic aspects in the preschool's minority assignments and is thereby making them possible to address. Preschool's minority assignments minority politics Roma people dilemmatic aspects common sense contrary themes Förskolans minoritetsuppdrag minoritetspolitik romer dilemmatiska aspekter sunt förnuft motstridigheter Didactics Didaktik
88	Dilemmatiska aspekter i förskolans minoritetsuppdrag : En studie om förskolepersonals förståelser av arbetet med Sveriges nationella minoriteter och minoritetsspråk / Dilemmatic Aspects in the Preschool’s Minority Assignment : A study of preschool personnel’s understandings of working with the Swedish national minorities and minority languages Liv, Friberg January 2023 (has links) I juli 2019 försågs förskolan med en ny läroplan och med den ett utökat minoritetsuppdrag, vilket i korthet innebär att förskolan ska bidra till att skydda och främja de nationella minoriteternas språk och kulturer. Tidigare forskning pekar på att läroplansändringar om de nationella minoriteterna haft liten inverkan på ämnesinnehållet inom utbildningssystemet och att det finns svårigheter kopplade till att implementera kultur- och språkrelaterade policyer i förskolan. Syftet med föreliggande studie är därför att genom förskolepersonals förståelser lyfta fram dilemmatiska aspekter i förskolans minoritetsuppdrag. En tonvikt har placerats vid den nationella minoriteten romer, vilket delvis motiveras genom en webbenkät som distribuerats i studiens startskede. Av de fem nationella minoriteterna hade färst respondenter berört romer i förskolans utbildning. För en fördjupad förståelse och för att generera mer data hölls två fokusgruppsintervjuer med totalt sex informanter och en kompletterande individuell intervju med ytterligare en informant. Eftersom studien undersökt ett känsligt ämne genomsyras den av reflexivitet och etiska överväganden. Den data som genererats har analyserats och diskuterats med hjälp av Michael Billigs begreppsapparat ideologiska dilemman, med fokus på sunt förnuft och motstridigheter. Det sunda förnuftet säger att förskolans minoritetsuppdrag är viktigt för att bevara ett kulturarv, revitalisera minoritetsspråken och motverka fördomar. Motstridigheterna består i att arbetet med Sveriges nationella minoriteter och minoritetsspråk villkoras på grund av prioriteringar och rangordningar, resonemanget ”inget minoritetsbarn – inget minoritetsuppdrag”, en rädsla för att göra fel och en strävan att undvika konflikter. Genom en analytisk diskussion påträffas fyra dilemmatiska aspekter i skärningspunkterna mellan 1) ideologier som förskolan förväntas förmedla och ideologier om förskolan som institution, 2) en strävan att revitalisera minoritetsspråken och att det aktualiseras först när ett minoritetsspråkigt barn finns i barngruppen, 3) en strävan att motverka fördomar och en rädsla för att i stället befästa dem och 4) att ge barn förutsättningar att utveckla en kulturell identitet och minoritetsspråket och att upprätthålla tillitsfulla relationer och samarbeten med vårdnadshavare genom att låta bli när de så önskar.Studien bidrar till kunskap om dilemmatiska aspekter i förskolans minoritetsuppdrag och gör dem på så sätt möjliga att adressera. / In July 2019, the preschool was provided a new curriculum and with it an extended minority assignment. In short, this assignment means that the preschool shall protect and promote the languages and cultures of the Swedish national minorities. Previous research indicates that curriculum changes regarding the national minorities generally have had a small impact on the subject content within the education system. In addition, there are difficulties linked to implementing policies on language and culture in the preschool. Therefore, the purpose of this study is to highlight dilemmatic aspects in the preschool's minority assignment through preschool personnel's understandings. An emphasis is placed on the national minority known as Roma people, which is partly motivated by a web survey that was distributed in the initial stages of the study. Out of the five national minorities, the fewest respondents had referenced Roma people in the preschool’s education. For a deeper understanding, and to generate more data, two focus group interviews with a total of six informants and a supplementary individual interview with yet another informant were held. Since a sensitive subject is being examined, the study is permeated by reflexivity and ethical consideration. The data generated has been analyzed and discussed using Michael Billig's theoretical approach to ideological dilemmas, with a focus on common sense and contrary themes. What passes as common sense is that the preschool's minority assignment is important in order to preserve a cultural heritage, revitalize the minority languages and counter prejudice. The contrary themes regard conditions for working with the Swedish national minorities and minority languages, such as priorities and rankings, the reasoning "no minority child – no minority assignment", a fear of making mistakes, and avoiding conflicts. Through an analytical discussion, four dilemmatic aspects are found in the intersections between 1) ideologies that the preschool is expected to conveyand ideologies about the preschool as an institution, 2) an effort to revitalize the minority languages and that this is only actualized when a minority language speaking child is present in the child group, 3) an effort to counter prejudices and a fear of instead reinforcing them and 4) supporting the children in developing a cultural identity and their minority language and to maintain trusting relationships and collaborations with the children’s guardians by not doing so, if that is their wish. This study contributes to highlighting dilemmatic aspects in the preschool's minority assignments and is thereby making them possible to address. Preschool's minority assignments minority politics Roma people dilemmatic aspects common sense contrary themes Förskolans minoritetsuppdrag minoritetspolitik romer dilemmatiska aspekter sunt förnuft motstridigheter Didactics Didaktik
89	Sexualitet bortom kön : Fetischism som synliggörare av könsorienteringsnormen Nilsson-Jatko, David January 2021 (has links) Syftet med detta projekt är att granska nutida sexualitetsnormer. För att genomföra detta undersöks hur rådande föreställningar om sexualitet framstår i skenet av en referenspunkt utanför dagens hegemoni. Som sådan perspektivgivare tas sexualiteten fetischism, betraktad utifrån ickepatologiserande kunskapsideal. Budskap från statsmakt och upplysande aktörer granskas diskursanalytiskt och genealogiskt. Analysen indikerar att dagens situation är ett resultat av en politiserad kamp om begrepp och tolkningsföreträden som ägt rum under de senaste decennierna; i förarbeten som ligger till grund för lagstiftning i ämnet verkar selektiva och partiska metoder ha använts. Dagens läge kan sägas kännetecknas av en kulturdominans där statsmaktens föreställning om sexualitet kväser alternativ; en sanningsregim. Analysen pekar på en nutida könsorienteringsnorm: I dagens hegemoni konstrueras könsorientering som den allmänmänskliga grunden för varandet – hur en person är sexuellt lagd antas endast kunna ha att göra med hur hen relaterar sexuellt till kön. Sexualiteter som kännetecknas av annat än könsbegär andrafieras och konstrueras som labila och icke-konstitutiva praktiker; personer som är lagda på sätt som kännetecknas av annat än könsbegär orimliggörs. Med en avtagande föreställning om att alla förväntas vara strikt heterosexuella kan könsorienteringsnormen ses som en nutida ersättande norm. Den kan förstås som en fundamental del av heteronormen och dess idealiserade starka kopplingar mellan sexualitet och kropp/kön. Det förefaller relevant att tala om en hittills förbisedd intrasektionell makt- och marginaliseringsdimension som kännetecknas av könsorienteringsnormativiteten. / The aim of this project is to critically examine contemporary sexuality norms. This is conducted by examining how current assumptions about sexuality holds up when put into perspective given by a point of reference outside of the current hegemony: fetishism. Definitions and information from Swedish legislators, educational actors, sexual health clinics and minority rights organisations are subjected to a genealogical and critical discourse analysis. The results indicate the presence of a contemporary sex orientation norm: In the present hegemony, sex orientation in general is constructed as part of the natural and universal way to be human while other sexualities are otherized and constructed as non-constitutive practices. With a waning expectation of all-encompassing heterosexuality, the sex orientation norm appears to be a present-day effectual norm. It can be understood as an integral part of heteronormativity. The analysis also points to a previously overlooked intrasectional dimension of analysis, corresponding to the sex orientation norm. Sex orientation norm queer queer theory fetishism fetish fetishists law legislation sexuality preference orientation sexual orientation sexual disposition gender studies gender and queer studies sexual minorities sexology fetishism studies fetish studies normativity heteronormativity lgbtq visibility erasure culture dominance Könsorienteringsnorm könsorienteringsnormen queer queerteori fetischism fetisch fetischister lag lagstiftning diskrimineringslag diskrimineringslagen diskrimineringslagstiftning sexualitet preferens sexuell preferens läggning sexuell läggning orientering sexuell orientering genusvetenskap minoriteter sexuella minoriteter sexologi sexualvetenskap begär fetischismforskning fetischforskning heteronorm heteronormen hbtq synlighet osynliggörande erasure norm normer normkritik sanningsregim marginalisering intersektionalitet strukturellt förtryck genealogi kulturdominans Gender Studies Genusstudier
90	Violence against LGBTIQ+ Individuals in the Syrian Arab Republic Bergsten, Lisa January 2019 (has links) This bachelor thesis is a qualitative, small-n, empirically driven comparative study that examines the relationship between rebel group ideology and targeted violence against the LGBTIQ+ community. Two rebel groups in the Syrian Arab Republic, with different ideological beliefs, are examined and compared in relation to their level of violence against LGBTIQ+ individuals. Findings in this study suggest that religious groups are keener to use extreme violence against sexual minorities, and to target them explicitly, but further studies are needed to fully understand this targeting of sexual minorities in armed conflicts. lslamic State Free Syrian Army Ideology LGBTIQ+ Gender Sexualities Targeted Violence Victim Selection Armed Conflict Syrian Arabic Republic Sexual Minorities HBTQ+ genus kön sexualiteter sexuella minoriteter ideologier beväpnad konflikt Syriska Arabiska Republiken IS FSA Övrig annan samhällsvetenskap Gender Studies Genusstudier

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