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.

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.

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.

In 2000 when Sweden signed the Framework Convention for the Protection of National Minorities the Roma minority became one of the acknowledged national minorities in the country. It meant that the rights of the Roma mi-nority would be safeguarded and the knowledge of its history and culture would be spread. In that context, the Swedish school, with its founded as-signment of democracy, was given an important role. The education was to communicate the multicultural values of the society and to make visible the history and culture of the Roma minority. The school books used in teaching today do not meet these demands. The view of the Roma minority given in school books is often inadequate and simplified. The present study will therefore examine a different type of edu-cational material used in schools and teaching, The Swedish Educational Broadcasting Company‟s programs of history and social studies regarding the Roma minority. Starting in postcolonial theory as well as critical dis-course analysis the study examines how the picture of the Roma cultural and ethnic identity in the Swedish Educational Broadcasting Company‟s material has been displayed and possibly changed during the period of 1975 to 2013. The results show a picture of Roma which, both in form and content, con-sists of some clearly demarcated discursive categories. The obvious continui-ty of the categories gives a picture of static and invariable Roma identity. At the same time this unambiguous picture is broken both by giving the existing discourses new meaning and also adding new discourses. The complexity and nuances become more prominent and the Roma identity is integrated in common Swedish history telling. The changes in the view of Roma, given by the Swedish Educational Broadcasting Company, can mainly be explained by the change of the Swedish immigration and minority policy and, as a conse-quence of this, the change of the school‟s mission regarding knowledge communication of Sweden as a multicultural country.

Syftet med denna studie har varit att undersöka vilka olika religiösa inriktningar som finns bland sverigefinländare idag och vilken religiös bakgrund de har. Ett annat syfte har varit att ta reda på om religionen spelar en primär eller en sekundär roll för identiteten jämfört med kultur och språk hos sverigefinländare, och om det finns skillnader i den religiösa identiteten hos första, andra och tredje generationens sverigefinländare, samt hur dessa förmodade skillnader kan förklaras. En annan målsättning med denna studie har varit att undersöka hur religiositet uttrycks hos första, andra och tredje generationens sverigefinländare genom religiös praktik. Det teoretiska ramverket består av Nancy T. Ammermans and Lori Peeks teorier om religiös identitet and Thomas Hylland Eriksens and Fredrik Barths teorier om gränsdragningsprocesser. Denna studie visar att det finns en stor mångfald vad gäller religiösa inriktningar bland sverigefinländarna och att även deras religiösa bakgrund skiftar. Resultatet av denna studie visar att religiös tro tycks vara viktigare för identiteten för första generationens sverigefinländare jämfört med andra och tredje generationen. En av förklaringarna skulle kunna vara att sverigefinländare av andra och tredje generationen är mer assimilerade i det sekulära, svenska samhället och även att andra och tredje generationens invandrare har en mer otydlig identitet och att de i vissa fall kan bli etniska eller religiösa anomalier. Trots mångfalden vad gäller religiösa inriktningar, visar studien att det även finns likheter, i synnerhet bland första generationens sverigefinländare. Första generationen tycks vara mer konservativ vad gäller bibeltolkning och religiösa värderingar, exempelvis. Ett av skälen kan vara att finsktalande präster från Finland, som arbetar inom Svenska kyrkan, har en bakgrund inom väckelserörelsen, som har haft stark påverkan på Evangelisk-lutherska kyrkan i Finland. Denna studie visar också att det finns ett levande och aktivt religiöst liv bland sverigefinländare idag, trots att assimilationstycket har varit stort. / The aim of this study has been to explore what kind of religious directions are to be found among Sweden Finlanders today and what religious background they have. Another aim has been to find out if religion has a primary or a secondary role for the identity compared to culture and language among Sweden Finlanders, and if there are differences in religious identity between the first, the second and the third generation and how these assumed differences can be explained. Another purpose with this study has been to explore how religiosity among Sweden Finlanders of the first, the second and the third generation is shown through religious practice. The theoretical framework consists of Nancy T. Ammerman’s and Lori Peek’s theories about religious identity and Thomas Hylland Eriksen’s and Fredrik Barth’s theories about boundary making processes. This study shows there is a great diversity in religious directions among Sweden Finlanders and their religious background is also shifting. According to the results of this study, religious faith seems to be more important for the identity for religious Sweden Finlanders of the first generation compared to the second and the third generation. One of the explanations could be that Sweden Finlanders of the second and the third generation are more assimilated in the secular, Swedish society and also because second and third generation immigrants’ identity is less clear and in some cases they become an ethnic or a religious anomaly. This study also shows that although there are differences between the religious directions, similarities also exists, especially between Sweden Finlanders of the first generation. The first generation seems to be more conservative when it comes to Bible interpretation and religious values, for example. One of the reasons might be that Finnish speaking priests from Finland, who work within Church of Sweden, have a background in the religious revival movements which has had a strong influence on the Evangelical Lutheran Church of Finland. This study also shows there is a living and active religious life among Sweden Finlanders today, even though the pressure to assimilate has been strong.

In 2000 when Sweden signed the Framework Convention for the Protection of National Minorities the Roma minority became one of the acknowledged national minorities in the country. It meant that the rights of the Roma mi-nority would be safeguarded and the knowledge of its history and culture would be spread. In that context, the Swedish school, with its founded as-signment of democracy, was given an important role. The education was to communicate the multicultural values of the society and to make visible the history and culture of the Roma minority. The school books used in teaching today do not meet these demands. The view of the Roma minority given in school books is often inadequate and simplified. The present study will therefore examine a different type of edu-cational material used in schools and teaching, The Swedish Educational Broadcasting Company‟s programs of history and social studies regarding the Roma minority. Starting in postcolonial theory as well as critical dis-course analysis the study examines how the picture of the Roma cultural and ethnic identity in the Swedish Educational Broadcasting Company‟s material has been displayed and possibly changed during the period of 1975 to 2013. The results show a picture of Roma which, both in form and content, con-sists of some clearly demarcated discursive categories. The obvious continui-ty of the categories gives a picture of static and invariable Roma identity. At the same time this unambiguous picture is broken both by giving the existing discourses new meaning and also adding new discourses. The complexity and nuances become more prominent and the Roma identity is integrated in common Swedish history telling. The changes in the view of Roma, given by the Swedish Educational Broadcasting Company, can mainly be explained by the change of the Swedish immigration and minority policy and, as a conse-quence of this, the change of the school‟s mission regarding knowledge communication of Sweden as a multicultural country.

Young people are a central group in revitalisation efforts that aim to turn the tide of language shift for speakers of endangered languages. In the context of the five national minorities of Sweden, this thesis looks at the motivation of young Sweden Finns to participate in or lead revitalisation efforts for Finnish in Sweden. The study circles in beginner’s Finnish organised by the Sweden Finnish Youth Organisation provide a point of entry into the way young people plan and adapt revitalisation efforts to the needs of other young people. Along with a study of materials pertaining to the study circles, five young people have been interviewed about their participation in or leadership of the study circles, or their involvement in the Sweden Finnish Youth organisation. Grin’s (1990) COD model has been used to explore the relationship between motivation (Desire) and the Sweden Finnish context. The study found that the study circles have been adapted to the needs and desires of young people on several levels. It also found that identity, a practical and emotional need for the Finnish language, an awareness of the situation for the national minorities in Sweden, and the acceptance of varying goals and non-standard varieties of Finnish, play important roles in young people’s motivation to learn Finnish and participate in or lead revitalisation efforts.