Frauenliteratur ist ein gattungs- und epochenübergreifend verwendeter Sammelbegriff für die Literatur von/für/über Frauen. Die Definition erfolgt im Gegensatz zur unmarkierten ("Männer"-)Literatur über das Geschlecht der Autor_innen, Leser_innen und Protagonist_innen. Feministische Literaturwissenschaftler_innen haben der Homogenisierung und Marginalisierung der Literatur von oder für Frauen Strategien wie Sichtbarmachung (Frauenliteraturlexika/-geschichten) und Resignifikation ("Neue Frauenliteratur") entgegengesetzt.

Security and race have historically been entangled in the politics of nation-building, whereby national security discourses have constructed the ‘public’ whom it should protect as ‘white’ while demonizing persons of colour as a threat to that public. In the current war against terrorism, these racialized discourses, underwritten by a colonial logic, have materialized through the symbolic and literal displacement of Muslim persons. Under this imperative of national security, both existing and novel legislations have either been suspended, contorted, or implemented to be used against Muslims, or anyone who visibly appears Muslim. Security certificates are one of such judicial tools. This thesis seeks to explore the experiences of securitization, analyzing how this legislation strips the subjects of the security certificate program of their legal rights and social connectedness. To explore this, I interviewed three of the five men from the ‘Secret Trial Five’ cases and some of their family members. I investigate how securitization manifests in the lives of those who have been securitized, exploring the practices that are used to maintain and reinforce the othering and the displacement of Muslim populations.

This study has a threefold aim:  to make a theological contextualisation of four medieval anti-Jewish motifs in Christian iconography represented in churches in Sweden and to study how these motifs has been described and contextualised in guidebooks and other material written for the interested public from post-war to recent years. The study also explores the role of heritagisation and musealisation of the church buildings in relation to how the motifs are described in the material. There is also an underlying, constructive aim: to suggest how The Church of Sweden can work with these motifs in theological reflection and historical presentations to the public concerning this part of the cultural heritage. The motifs analysed are The Judensau, Ecclesia and Synagoga, Cain and a motif illustrating a medieval legend about the funeral of the Virgin Mary. They were all painted in Swedish churches in a time when there were no Jewish settlements in the area. The study argues that the iconography can be interpreted as an expression of othering and that the four motifs can all be theologically contextualised by using Jesper Svartvik’s threefold typology of Christian anti-Jewish discourse. The study further shows that very few of the texts in the guidebooks and other books in the material describes the motifs and contextualises them theologically.  The study suggests that this can be related to the more than hundred years old heritagisation- and musealisation process in The Church of Sweden which has created a twofold and split role of the church as both manager of the religious mission and of the cultural heritage.   It has not been the primary aim of the church to theologically contextualise the cultural heritage. New questions concerning the motifs arise in today’s multicultural and multireligious society. The study suggests that the church can approach the part of the cultural heritage which today is seen as problematic from David Lowenthal’s concept of an informed acceptance and tolerance of the past in order to be able to take responsibility for the future in dialogue with others.

This study is concerned with what is happening within a mentorship interaction between engineers aimed at knowledge transfer. The practice of knowledge transfer is contextualised within the knowledge economy that ideologically positions Western economies as knowledge holders and advanced, while positioning developing countries as knowledge deficient and backwards. The prevailing literature regards knowledge transfer as difficult to achieve and is primarily focused on factors that hinder its success, looking to causal relational factors between and within the participants, in particular the qualities of knowledge receivers. Constructing the relationship and the individuals engaged in knowledge transfer as problematic brings about certain types of relations between individuals and between groups. These bring into play the positioning of role players within knowledge transfer that is not neutral, creating asymmetrical power relations and impacting identity construction. Studies in knowledge transfer have examined the factors that inhibit successful knowledge transfer extensively and do not consider its discursive context or considerations of power relations. Based on the assumption that discourse produces social practices and individual identities within social, historical and cultural contexts, this study adopted a social constructionist perspective and suggests that the ways in which identities are constructed in a mentorship interaction affect how participants experience and make sense of their worlds, which has implications for the practice of knowledge transfer. Viewing power as embedded in relations, a Foucauldian Discourse Analysis was conducted of discursive constructions generated from 17 interviews of participants engaged in a multinational knowledge transfer project between South African and Saudi Arabian engineers. The analysis showed that the construction of self and other does have an impact on knowledge transfer between Saudi Arabian and South African engineers. The multiple identity constructions of the participants within the knowledge transfer relationship were resourced from dominant discourses that reveal different meanings attributed to the participants’ mentorship experience and showed the systematic setting up of self and other within unequal power relations that favour the self. The study suggests that deeper consideration should be given to the effects of othering and power within social interactions between individuals located in divergent contexts such as those that characterise knowledge transfer. / Psychology / Ph. D. (Consulting Psychology)

Multiculturalism and the merging of local communities with immigrants demands glocal policies in various sectors—especially in education. In order to successfully integrate immigrants, language acquisition is oftentimes the first initiative educators and politicians regard as one of the most essential attributes for successful and prompt integration. However, language acquisition cannot be separated from the need to bridge communities and their different values, tradition, ideologies, and identities based on their cultural heritages and religious affiliations. In order to properly respond to newly-emerging glocal dynamics in, for instance, classrooms, it is crucial to understand the shifts in racisms from black versus white to East versus West. Therefore, concepts need to consider different dynamics and embrace issues related to gender, sexuality, skin color, habitus, social, financial, and cultural capital, as well as educational achievement (gaps) on an interdisciplinary level. While seeking to find appropriate adaptations of school curricula, it is necessary to not try to run before one can walk—in other words—to not try to let educators teach before they have been taught cross-cultural communication. In addition, racisms cannot be limited to conflicts between immigrants and non-immigrants; racisms also occur among a homogeneous group. The complexity of reuniting and/or integrating various immigrant, non-immigrant, (Middle) Eastern and Western identities and their (intercultural) belonging is critical because of the various circumstances and settings that need to be considered for responding to linguistic, cultural, social, psychological, educational, and financial matters individually. Although there is not one concrete theoretical framework or outcome that can be applied for integration; this dissertation thesis functions as a roadmap for becoming more aware of regional and international struggles. Despite the multifaceted approaches that need to be combined and implemented in terms of second language acquisition, updated teacher training, cross-cultural policies, access to social services and support systems, etc., the education sector remains the foundation for prospective integration: Integrative and multiculturally-aware education provides the glocal society with intercultural and interdisciplinary-applicable assets and capitals. Such abilities help create a politically, socially, financially, culturally, and educationally responsible future embracing transatlantic intermingling instead of oppressing Otherness. Local and global communities benefit from better-adjusted and well-integrated immigrant families and students. The better societies and politics educate, integrate, and value non-locals, the more societies will benefit culturally, socially, politically, and economically from the glocal population. The newly-introduced PIC SAM guidelines provide, in cooperation with key actors and community-centered programs for immigrants and non-immigrants, a roadmap for combining theory and practice in glocal contexts.:Table of Contents vi List of Figures, Tables, and Illustrations x Chapter One 1 Personal Narrative and Relevance: Education as Powerful Integration Tool 1 Rationale, Overview, and Global Integration and Education 7 Theoretical Framework and Methodological Approaches 14 Terminology 17 Steps for Globally-Adjusted Integration and Education 29 Step 1: Understanding Legal Challenges of Turkish Immigrants 29 Step 2: Understanding that Not Every Middle Easterner is a Muslim 33 Step 3: Starting Successful Integration in Kindergarten 33 Step 4: Nurturing Integration Instead of Oppressing Immigration 36 Step 5: Adapting CRT—From Colorblind to Headscarfblind 39 Step 6: Taking the Education Exit for Integration 43 Step 7: Taking the Education Exit to Integration 44 Step 8: Sprucing Up the Headscarf Image 45 Chapter Two 48 Literature Review 48 Chapter Three 103 “Other” Ideologies and Identities—Theoretical Approaches 103 (1) How to Approach Different Ideologies 103 (2) Reasons for Othering and Biased Headscarf Images 103 (3) Disempowering the Exotic Other 104 (4) The Danger of Ill-Ideologies 106 (5) Ideologies as Utopia and Fantasy 108 (6) Capitalization and Mass Economization of Identities and Ideologies 109 (7) Institutionalization of the ISA (aka the School) 110 Chapter Four 113 Individuals are Always-Already Subjects of Ideology 113 Concepts Creating the Multifaceted Constructions of Ideology 114 (1) Ideology as A-Historical 114 (2) Is Ideology “Real” or an Illusion? 115 (3) Individuals are Always-Already Subjects (of Ideology) 116 (4) Subjects within a Mass-Produced Media (Ill)Ideology 117 (5) Shift: From Dominant via Repressed Ideology to State Apparatus 119 (6) Concluding Thoughts on Ideologies 120 Chapter Five 123 Race as Product of Social, Political, and Educational Thought 123 Chapter Six 128 Shifts in Racisms: Whitewashed—From Black to (Middle) East 128 The Wende within Immigration and Globalization 134 (1) History and Its Effect on Pre- and Post-Activism 134 (2) GDR Museums—(False?) Nostalgia in Times of Globalization 141 (3) Cross-Generational Racisms and Racialized White Others 145 Chapter Seven 149 Different Social and Cultural Capitals: East vs. West (German) Habitus 149 Adapting Bourdieu’s Habitus to Different Contexts 151 Comparative Examples: Disadvantaged Groups in the Education Sector 154 Getting to the Nitty-Gritty: The Case of Oscar 156 Concluding the Nitty-Gritty: Political Trust and Progressive Educators 165 Chapter Eight 170 Reverse Activisms: The Importance of Transnational Post-Activism 170 Tear Down that Church! 173 Transferring Activism from the GDR to the 21st Century 177 From “Teaching” Activism to “Doing” Activism 181 East versus West: Striving for Balanced Activisms 184 Activism, Aktivismus, and Activisme—or Negativism? 187 Chapter Nine 190 Adapting and Diversifying CRT 190 Teaching and Learning German and Intercultural Communication 195 Global and Anti-Racist Pedagogies In- and Outside of Schools 200 Roadmap for Changing (the) Dynamics in Germany’s Education 203 (1) Cross-Language Policies: Bilingualism for Everyone 203 (2) Current Challenges in Germany’s Education System 207 (3) Key Actors and Levels in Addressing the Integration Problem(s) 208 (4) Solution Approaches 210 Chapter Ten 212 Glocal Frameworks: Adding “Bi-Religionism” to Bilingualism & Biculturalism 212 Getting to the Nitty-Gritty: The Case of Mo 215 Educational Policy Recommendations 224 Concluding the Nitty-Gritty 230 Chapter Eleven 233 Outlook and Conclusion: Striving for Glocal Awareness and Activist Change 233 References 243 Endnotes 263

Frauenliteratur ist ein gattungs- und epochenübergreifend verwendeter Sammelbegriff für die Literatur von/für/über Frauen. Die Definition erfolgt im Gegensatz zur unmarkierten ('Männer'-)Literatur über das Geschlecht der Autor_innen, Leser_innen und Protagonist_innen. Feministische Literaturwissenschaftler_innen haben der Homogenisierung und Marginalisierung der Literatur von oder für Frauen Strategien wie Sichtbarmachung (Frauenliteraturlexika/-geschichten) und Resignifikation ('Neue Frauenliteratur') entgegengesetzt.

Postkoloniale Theorie bezeichnet ein breites Spektrum theoretischer Zugänge zu und kritischer Auseinandersetzungen mit historischen und gegenwärtigen Machtverhältnissen, die im Zusammenhang mit dem europäischen Kolonialismus und seinen bis heute währenden Fortschreibungen stehen. Als Gründungsdokument postkolonialer Theorie gilt Edward Saids Studie „Orientalism“ (1978). Postkoloniale feministische Theorie fokussiert auf die Situation von Frauen bzw. auf vergeschlechtlichte Identitäten in (neo-)kolonialen Settings. Neben der Konstruktion von Gender und Geschlechterrollen sind Sexualität und Begehren wichtige Topoi postkolonialer Theorie. Ein weiteres Themenfeld stellt die Dekonstruktion eurozentrischen / westlichen Wissens dar.

No description available.

This study aims to investigate the representation of the region Tornedalen and tornedalians, a Swedish minority, in national news media through a critical discourse analysis. Despite being recognized as a national minority, tornedalians have reported a lack of media coverage, which can lead to feelings of invisibility and discrimination. News media has a significant impact on what we discuss and think about, and they have the responsibility to provide a broad representation of society, including its diversity. However, historically, minority groups have been overlooked or devalued in news media, which can have consequences for marginalized groups lacking significant power, including minorities. Therefore, this study seeks to deepen the understanding of the media’s impact on society’s perception of the minority. The study analyzes how power structures and ideologies shape their representation, interpreted from a post-structuralist perspective, using concepts such as producers/consumers, positioning, otherness, subaltern, and cultural identity. The study’s findings suggest that Tornedalen is often represented as a peripheral and exoticized place, reinforcing the idea of a homogeneous Swedish identity. Tornedalians are often positioned as “the other” with their cultural practices and language being portrayed as inferior or irrelevant. Journalistic practices play a crucial role in shaping knowledge and understanding of minority groups such as tornedalians, and the study highlights the need for news media to provide a more diverse and accurate representation of society. The study also suggests areas for further research, such as investigating how different audiences interpret and react to news articles, and how Tornedalen and tornedalians are represented in public service media. Overall, this study contributes to the understanding of how news media shapes society’s perception of minorities and highlights the importance of providing a diverse and accurate representation of society.

Ce mémoire vise à comprendre comment les personnes de minorité vietnamienne de deuxième génération au Québec négocient leur rapport au groupe majoritaire au prisme de leur expérience socioscolaire. Cette recherche part du constat d’un écart entre l’image de la communauté vietnamienne au Québec comme une minorité modèle, c’est-à-dire un groupe minoritaire qui a connu une intégration réussie, et la présence d’une barrière entre le « nous » vietnamien et le « eux » québécois. Je m’intéresse ainsi à saisir ces tensions sous l’angle de rapports majoritaires-minoritaires. Deux concepts principaux ont été mobilisés pour rendre compte de ces négociations : celui de la blanchité et de la racialisation. Les concepts des frontières ethniques et de l’identification ont aussi été retenus dans le but de comprendre comment ces négociations s’articulent au processus d’identification de cette population. Cette recherche qualitative se base sur treize entretiens semi-dirigés et sur une analyse thématique de ceux-ci. Les résultats de la recherche montrent des négociations avec la blanchité et le vécu d’expériences de racialisation dans les interactions avec les acteurs significatifs de la sphère scolaire, tels que les pairs et le personnel enseignant. La blanchité est principalement vécue comme une norme imposée et inatteignable pour les personnes racialisées. Les témoignages des jeunes Vietnamien·ne·s soulignent par ailleurs la racialisation des personnes asiatiques comme étant à la fois des minorités modèles et des éternel·le·s étranger·ère·s. De plus, les récits des participant·e·s mettent en évidence les processus d’exclusion, d’infériorisation et de hiérarchisation auxquels font face les personnes de minorité vietnamienne de deuxième génération au Québec. Ces processus s’articulent également au processus d’identification des participant·e·s et limitent leur choix d’identification. Ces négociations affectent aussi la manière dont les personnes de minorité vietnamienne de deuxième génération appréhendent la culture vietnamienne et la culture québécoise. / This master’s thesis aims to understand how second-generation Vietnamese people in Quebec negotiate their relationship with the majority group through the lens of their socio-educational experience. This research begins with the observation that there is a gap between the image of the Vietnamese community in Quebec as a model minority, that is, a minority group that has successfully integrated, and the presence of a barrier between the Vietnamese “us” and the Quebec “them.” I am interested in understanding these tensions and will be examining them through the lens of majority-minority relations. Two main concepts have been mobilized to examine these negotiations: whiteness and racialization. The concepts of ethnic boundaries and identification were also used in order to understand how these negotiations relate to the identification process of this population. This qualitative research is based on thirteen semi-structured interviews and a thematic analysis of them. The research results show negotiations with whiteness and lived experiences of racialization in the participants’ interactions with key actors in the educational sphere, such as peers and teachers. Whiteness is primarily experienced as an imposed and unattainable norm for racialized individuals. The participants’ stories also highlight the racialization of Asian people as both model minorities and perpetual foreigners. In addition, the participants' narratives bring to light the processes of exclusion, inferiorization and hierarchization faced by second-generation Vietnamese people in Quebec. These processes are also articulated in the participants' identification process and limit their choices of identification. These negotiations also affect the way in which second-generation Vietnamese people view Vietnamese culture and Quebec culture.