This study focuses on social class in Swedish EFL coursebooks. The aim is to investigate what different social classes are represented and how much space they are given, as well as how they are portrayed in three Swedish EFL coursebooks aimed at English 5 for upper secondary school. The selected coursebooks Viewpoints 1, Blueprint A 3.0, and Pioneer 1 have been analyzed using qualitative content analysis, focusing on texts and images presented in the materials. The analysis emanates from Neo-Marxist theory in order to point to different social class conditions. The results show lower-, middle-, and upper-class representation to various degrees. Mostly the lower class and upper class are visible, while the middle class is underrepresented. The lower class, in most cases, is shown together with the upper class in exploitative circumstances. This is made apparent through the lower class, in most cases, lacking the ability to decide for themselves in relation to their upper-class counterparts. Further, this indicates that the upper class rules the world on behalf of the lower class. Meanwhile, when the middle class is shown, they are mainly depicted through overconsumption, and as victims of upper-class dominance. Despite previous research showing the importance of social class on a global, European and Swedish scale, the coursebooks somewhat disregard its importance in different texts and images.

Canadian education has historical roots in blatantly assimilationist policies bent on the social, economic, linguistic and spiritual subjugation of Aboriginal peoples and their cultures. Today, Canadian education has moved away from overtly colonialist discourses and publicly embraced the principles of multiculturalism. This research explores how and if this ideological shift has translated into the practice of contemporary Canadian education as it is experienced by students. My research focuses on the ways Canada’s colonial history and contemporary Aboriginal issues are addressed in mandatory Ontario high school social studies curriculum. This analysis is based on interviews with twenty-five recent high school graduates about what they remember learning about Aboriginal issues and how that knowledge has influenced their understanding of colonialism and Aboriginal peoples today. My interpretive analysis of students’ responses relies on the insights provided by critical pedagogy and postcolonial theory. By drawing on Gramsci, Freire and Apple I challenge the hegemonic practices in education that continue to marginalize Aboriginal peoples and their struggles. This research contributes to scholarship in the sociology of education and postcolonial studies by providing a unique picture of the ways in which young people come to understand Canada’s colonial legacy through their formal education, as well as providing insight into new directions for curriculum development, teacher training and more effective integration of anti-racist pedagogy in Ontario’s high schools. / Thesis (Master, Sociology) -- Queen's University, 2007-08-23 17:38:27.532

Neo-Marxism and neoliberal institutionalism are applied to investigate which factors determine the cooperation of emerging powers and what consequences it may have globally within the case of Russia-China relations in BRICS. To this end, congruence analysis is applied. Based on available data, comparison of predictions with observations reveals that the majority of evidences accord with neo-Marxism. Russia and China affirm their position against the predominance of one center in the international arena and emphasize common commitment to a more equitable multipolar world order that is permanently reflected in the statements of Russian and Chinese leadership. The trade war between the US and China since 2018 is one of the evidence of the growing disintegration of the existing world order. Building a new order is based on the creation of regional coalitions of the countries that share common views on specific issues. Within the framework of BRICS, Russia and China have already taken measures towards own financial institutions as an alternative source of funding. The leaderships of both countries believe that emerging economies should have a greater voice and representation in international financial institutions. Their primary interest is the reform of the International Monetary Fund so that it...