The aim of this paper is to study how multiculturalism is expressed in the Swedish labour market policy. The method used for the investigation is a discourse analysis which study social and political processes in the society as created through language. The perspective of the discourse analysis is a social construction that considers that language is a social production created in a discursive way. It produces and reflects social process in the language. By using theories of national identity and multiculturalism we aim to investigate how multiculturalism is expressed in the labour market policy. With this method we aim to analyze the discourse of a political report made 2008 by the current government about integration strategies in Sweden. The conclusion of the study is that the different socio-economical positions existing between groups create categories in the Swedish society and those differences are more persistent among ethnocultural groups. This situation exposes a clear difference between the majority population and the ethnocultural groups. In order to prevent a wider difference between the two groups, the government has elaborated strategies to improve the opportunities of the ethnocultural groups for a rapid integration in the society. The actions taken will provide them with the necessary tools to empower the ethno cultural groups and enable them to enter in the labour market and make them responsible of their own situation. The government is presented as the key actor for promotion of democratic values with the overall priority of preventing exclusion and promotes social and economic growth in the country.

In the 60’s and 70’s a large group of Yugoslav migrants came to Sweden in search for jobs. These people mostly belonged to the generation born after the Second World War, a generation brought up in the official discourse of “Brotherhood and Unity”. A discourse downplaying ethnic differences in favour of a national identification. With the break-up of Yugoslavia in the early 1990’s their Yugoslav national identity was beginning to be contested. The Serb migrants had to redefine themselves due to the changing situation and to replace or redefine their Yugoslav identities. This paper presents a case study for three individuals in this group and how they defined themselves before the break-up and how they handled the break-up. It presents how they today look upon Yugoslavia and how that place has changed meaning in their everyday narratives. The question I try to answer is whether someone can call himself Yugoslav when Yugoslavia no longer exists, and how the image of Yugoslavia has changed due to the break-up. I show that the image of Yugoslavia is still very much alive but this image has turned from a place in physical space to a place in their narratives, close to Foucault’s definition of a Utopian place. A place in their minds, perfected in form. They still call themselves Yugoslavs, if the social context allows that, they still use the term to relate to their origin and in discussions of place.

Sweden and Finland were one country for more than 600 years and there are many remaining links between the two countries. Throughout the period, but even today there are Swedish and Finnish populations on both sides of the Gulf of Bothnia. When Russia conquered the Finnish part of the country in 1809, the state and its population were separated and the situations for the language groups changed and developed differently in Sweden and Finland. During the period studied in this thesis, 1866-1939, a new type of nation emerged in Europe, based on versions of nationalism constructed on ethnicity and language. Elementary schools played an important role in this nation building, spreading the mother language and the nation’s history. Elementary school textbooks were designed in relation to nation building, language and ethnic identification.  The thesis compares how Swedish and Finland-Swedish textbooks describe ethnicity and common history in Sweden and Finland in a period of nationalism. The main aim of the thesis is to compare how two textbooks-traditions describes their Swedish and Finnish populations and if, or how, the textbook history is to be seen as related to these descriptions. The textbooks examined were written for elementary schools from 1866-1939 to be used in the teaching of history and geography. The research question focuses on descriptions of Swedes and Finns and whether it is possible to see differences in the nation’s historiography. Patterns of reproduction or transformation are also analysed in the textbooks. In the study 105 textbooks were examined and the quotations from the textbooks connected to the aim are sorted and analysed using Critical Discourse Analysis.  The results show that Finns are rendered invisible in Swedish history textbooks. The geography textbooks describe Swedes as cultural and civilised with a peace-loving national character, while Finns are described as uncultured, peripheral and stubborn. This pattern is similar in Swedish and Finland-Swedish geography textbooks. At the beginning of the study it is a positive stubbornness, portrayed as brave and truthful to Sweden. Later on, the stubborn Finn is described negatively as old-fashioned and clinging to old habits. The Swede´s are described as more flexible through time; they have refined their national character and developed cultivation and democracy.  The historiography differs in what is described, and how. One example is that the Finns´ contribution to the common country is quite hard to find in the textbooks.  Swedish textbooks also seem to want to steal the honour from any Finnish success by placing Swedish ethnicity before Finnish national identity in cases where Swedish-speaking Finns have done great things. These types of descriptions are both reproduced and transformed as the actual relations between Finland and Sweden change and it is obvious that textbook history does not tell about the past but rather the story that the present wants to propagate.

Sweden and Finland were one country for more than 600 years and there are many remaining links between the two countries. Throughout the period, but even today there are Swedish and Finnish populations on both sides of the Gulf of Bothnia. When Russia conquered the Finnish part of the country in 1809, the state and its population were separated and the situations for the language groups changed and developed differently in Sweden and Finland. During the period studied in this thesis, 1866-1939, a new type of nation emerged in Europe, based on versions of nationalism constructed on ethnicity and language. Elementary schools played an important role in this nation building, spreading the mother language and the nation’s history. Elementary school textbooks were designed in relation to nation building, language and ethnic identification.  The thesis compares how Swedish and Finland-Swedish textbooks describe ethnicity and common history in Sweden and Finland in a period of nationalism. The main aim of the thesis is to compare how two textbooks-traditions describes their Swedish and Finnish populations and if, or how, the textbook history is to be seen as related to these descriptions. The textbooks examined were written for elementary schools from 1866-1939 to be used in the teaching of history and geography. The research question focuses on descriptions of Swedes and Finns and whether it is possible to see differences in the nation’s historiography. Patterns of reproduction or transformation are also analysed in the textbooks. In the study 105 textbooks were examined and the quotations from the textbooks connected to the aim are sorted and analysed using Critical Discourse Analysis.  The results show that Finns are rendered invisible in Swedish history textbooks. The geography textbooks describe Swedes as cultural and civilised with a peace-loving national character, while Finns are described as uncultured, peripheral and stubborn. This pattern is similar in Swedish and Finland-Swedish geography textbooks. At the beginning of the study it is a positive stubbornness, portrayed as brave and truthful to Sweden. Later on, the stubborn Finn is described negatively as old-fashioned and clinging to old habits. The Swede´s are described as more flexible through time; they have refined their national character and developed cultivation and democracy.  The historiography differs in what is described, and how. One example is that the Finns´ contribution to the common country is quite hard to find in the textbooks.  Swedish textbooks also seem to want to steal the honour from any Finnish success by placing Swedish ethnicity before Finnish national identity in cases where Swedish-speaking Finns have done great things. These types of descriptions are both reproduced and transformed as the actual relations between Finland and Sweden change and it is obvious that textbook history does not tell about the past but rather the story that the present wants to propagate.

Storbritannien har traditionellt sett bejakat kulturell mångfald som en del av det brittiska samhället, ”en gemenskap av gemenskaper”. De våldsamheter som uppstod mellan asiatiska och vita ungdomar, polis och medlemmar ur högerextrema organisationer i flera nordengelska städer sommaren 2001 markerade emellertid en brytpunkt i den brittiska diskursen om integration och kulturell mångfald, vilken förstärktes ytterligare i de politiska svaren på självmordsbombningarna i Londons tunnelbana 2005. En rad utredningar och rapporter publicerades som signalerade ett tydligt politiskt skifte från fokus på antirasism och skillnadstänkande till en betoning av en gemensam nationell identitet över de kulturella skillnaderna och vikten av att skapa sammanhållning kring en uppsättning ”brittiska värden”. Med hjälp av Laclau och Mouffes teorier identifikation, gruppbildning och makt och Foucauls fokus på problemformulering, analyserar jag hur makt på olika sätt aktiveras i den nya sammanhållningsagendan och problematiserar de processer genom vilka den brittiska regeringen försöker skapa en förstärkt nationell gemenskap. I uppsatsens sista del för jag samman resultaten i en diskussion kring hur man hade kunnat problematisera det annorlunda och vilka alternativa berättelser som faller utanför blickfånget i diskursen kring ”community cohesion”.

The representation of national identity in museums of the 21st century´s diverse and multicultural societies is a challenging task. It is a task that involves questions of narrative and heritage inclusivity as well as questions of power and ideology. This thesis includes an investigation of the representation of the Turkish national identity in two state owned museums, one private museum and two contested heritage sites in Istanbul. Both contested sites were legally transformed from museums to mosques in 2020. The investigation also involves questions of power and legitimacy in the Turkish heritage sector in the past decade. Qualitative methods including observations, grounded theory initial coding, exhibition spatial syntax analysis and objects´ value analysis are used in the research. The analysis results revealed a fragmentation in the Turkish national identity representation and in the power structure of the Turkish heritage sector where different key actors are involved in national identity production and representation. The History narrative represented is linear and fragmented where each selected museum presents a different historical period with an emphasis on the multicultural nature of the region historically. Ideology and the heritage policy analysis has revealed that the Turkish heritage sector is heading towards an Ottoman based ideology instead of the secular Kemalism ideology that had built the modern Turkish national identity since the establishment of the republic in 1923.  The results show that the challenge of representing inclusive and sustainable heritage and national identities in multicultural societies is complex. However, to achieve that, museums and heritage sectors would have to adopt policies of recognition and civil society involvement. The state would have to take an architect role by funding the museum and heritage sector without interfering in museum´s function. This is a two years master’s thesis in Museum and Cultural Heritage Studies. / Representationen av nationella identiteter i museerna av 2000-talets mångkulturella samhälle är en utmanande uppgift. En uppgift som involverar frågor om integration, nationellt kulturarv och narrative inkludering samt frågor om makt och ideologi. Denna uppsats omfattar en undersökning av den turkiska nationella identitetsrepresentationen i två statliga museer och ett privat museum samt två omtvistade kulturarv i Istanbul. De två omtvistade platserna omvandlandes från museer till moskéer år 2020. Undersökningen omfattar också frågor om makt och legitimitet inom den turkiska kulturarvssektorn med fokus på det senaste decenniet. Kvalitativa metoder inklusive observationer, grundad teorins kodning, rumslig syntaxanalys och objekts analys används i forskningen. Analysresultaten avslöjade fragmenteringen av den turkiska nationella identitetsrepresentationen och maktstrukturen i den turkiska kulturarvssektorn där olika nyckelaktörer är involverade i representationen och produktionen av det turkiska nationella identitet. Det historienarrative som är representerat är linjärt och fragmenterad där varje utvalt museum presenterar en specifik historisk period med fokus på regionens mångkulturella historia. Ideologi och kulturarvspolitikanalysen har avslöjat att den turkiska kulturarvssektorn är på väg mot en ottomansk baserad ideologi i stället för den sekulära Kemalism-ideologin som byggde den moderna turkiska nationella identiteten sedan republiken grundades år 1923. Resultaten visar att utmaningen att representera inkluderande och hållbara kulturarv och nationella identiteter i multikulturella samhällen är komplex. För att uppnå detta måste emellertid museer och kulturarvssektorer överväga erkännandepolitik samt civilsamhällets-engagemangspolitik och staten måste ta en arkitektroll genom att finansiera museets och kulturarvssektorn med ett armslängdavstånd. Detta är ett tvåårigt examensarbete i Musei- och kulturarvsvetenskap.

This paper examines the artist Sámal Joensen-Mikines (1906-1979) and how he and his work manifest Faroese national identity. The theoretical background used in thispaper is Anthony D. Smiths theory on the potential of art to reproduce and re-interpret national identity. He describes three different elements of how this can be achieved in art – evocation, commemoration and didactic. The paper examines the form, style and subject of three of Mikines’ paintings from this theoretical perspective, as well as how the artist positions himself and how he is positioned by critics and experts both during and after his lifetime. The results show that his home island Mykines and his identity as Faroese are central for Mikines and his work. His artwork is clearly identified as Faroese by experts, and he has a strong position in the Faroese art world. The form and style of his work is international, strongly inspired by Nordic and European artists, and he uses this as his language to communicate Faroese national identity in form of evocation and commemoration to both a Faroese and an international audience.

Uppsatsens huvudsakliga syfte är att undersöka hur amerikansk nationell identitet förmedlas i populära filmer. Undersökningen sker genom att analysera tre av de populäraste karaktärerna i de fyra Avengers-filmerna. Karaktärerna som ska analyseras är Iron Man, Captain America och Thor. Benedict Andersons undersökning av hur nationell identitet och nationalism sprids med hjälp av litteratur är förutsättningen för uppsatsen. Utgångspunkten är att populärkultur påverkar tittaren och kan sprida idéer som har verkliga effekter i samhället. I analysen tar effekterna av terrorattacken mot World Trade Center en viktig plats och hur den påverkar uppfattningen av amerikansk nationell identitet i Marvel-filmer narrativt och visuellt. Innan 9/11 var amerikansk nationell identitet stark kopplad till triumfalism och exceptionalism. Trots att terrorattacken påverkar gestaltningen av amerikansk nationell identitet i popkultur så förblir Amerikansk triumfalism och exceptionalism en grundläggande del av amerikansk identitet. Samtidigt undersöks den paradoxala relationen mellan individualism och kollektivism. En gestaltning av gemenskap och individualism präglar filmerna där även regissörers påverkan kan spela roll i det hyperindustrialiserade Marvel-maskineriet.

According to Skolverket the aim of history as a subject is to teach the students about different narratives in history. The purpose of this overview is to analyze and compare what earlier research tells us about how World War II is portrayed in textbooks in Russia, Belarus and Ukraine. To achieve this purpose we are focusing on a number of narratives. The ability to critically review textbooks is important in the profession because usually the facts that are presented are in the interest of the nation. The material that has been used was found through the databases: Education Research Complete (ERC) and ERIC via EBSCO. The sources have been reviewed and analyzed to make sure that they are relevant for the subject. To narrow the material further we have only used peer-reviewed sources. Furthermore, additional sources have been presented through Google Scholar. The result in this overview tells us about how the countries in question use different narratives as a tool in nation building and the creation of a national identity. Depending on the country the narratives change to either connect or disconnect from other countries and their actions. A lot of the focus in the textbooks deals with things that happen within their own countries borders and the people that live within those borders. On the contrary, other countries and the people within those countries tend to be forgotten, especially in cases such as foundation, suffering and resistance. Concluding the overview,  the different materials used all argue that textbooks play an important role in nation building and the creation of a national identity. Focusing on a number of narratives, the difference in how nations portray the same narratives in different ways to build a national identity is clear. The results presented by the sources opened up for discussions about the relation between the teacher and the textbook as well as how the textbook is used.

In January 2018 the france tv-channel Canal Plus broadcasted a documentary where the swedish football player Zlatan Ibrahimović contributed in an interview, claiming that there is "under-cover"-racism in the swedish sports media. My purpose with this studie was to examine if that's true, if swedish media treat swedish football players with foreign names different then swedish football players with swedish names. Using a combination of a qualitative content analysis, critical discourse analysis and comparative method I analysed 100 articles based on ten different players - five with swedish names and five with foreign names - in the four nationwide newspapers Aftonbladet, Expressen, Dagens Nyheter and Svenska Dagbladet. Based on theories of racism, hegemony, national identity and framing the result showed me that the biggest difference was how the players with foreign names generally speaking was shaped in a more cocky way then the players with swedish names, especially in the way the heading and preamble was angled in a more cocky manner for the players with foreign names then the players with swedish names. But besides that the most part of the result pointed at a similar treatment between the two groups. / I januari 2018 sände den franska tv-kanalen Canal Plus en dokumentär där den svenske fotbollsspelaren Zlatan Ibrahimović ställde upp på en intervju, där han hävdade att det finns "under-cover"-rasism inom de svenska sportmedierna. Mitt syfte med denna studie var att undersöka ifall det stämmer, ifall svenska medier behandlar svenska fotbollsspelare med utländska namn annorlunda än svenska fotbollsspelare med svenska namn. Med en kombination av kvalitativ innehållsanalys, kritisk diskursanalys och komparativ metod analyserade jag 100 artiklar baserat på tio olika spelare - fem med svenska namn och fem med utländska namn - i de fyra rikstäckande tidningarna Aftonbladet, Expressen, Dagens Nyheter och Svenska Dagbladet. Med grunden i teorier om rasism, hegemoni, nationell identitet och gestaltningsteorin visade resultatet att den största skillnaden var hur spelarna med utländska namn överlag gestaltades på ett mer kaxigt sätt än spelarna med svenska namn, speciellt på det sätt som rubriker och ingresser vinklades på ett mer kaxigt sätt bland spelarna med utländska namn än de med svenska namn. Men vid sidan av det pekade det mesta av resultatet på en liknande behandling av de två grupperna.