This thesis is a thematic content analysis, looking at how compulsory able-bodiedness affects Zimbabwean disabled women’s ability to practice their reproductive- and sexual rights. Zimbabwe is an optimal case to apply this study in, due to its contradictory legislation and high amounts of human rights violations. This study is therefore based in feminist disability studies with the aim to fill the research gap in acknowledging the consequences compulsory able-bodiedness can have on disabled citizens if found in governmental policy. By analysing interviews conducted with 39 different disabled women aged 18-65 through the theoretical framework of compulsory able-bodiedness and Othering, this thesis contributes with suggestions of how these social structures are affecting the respondents’ everyday lives. The theoretical framework is operationalized into themes and criterias which are then applied to analyse the conducted interviews. This thesis shows that there is a discrepancy between government policy and the practical experiences of the respondents. The respondents experienced a lack of accessibility to reproductive healthcare, to the law, and to sex education – which are all rights ensured by government policy. Identified consequences included: discouragement in seeking health treatment, discouragement in reporting crimes, and receiving false sex education information from secondhand sources. This study therefore concludes that the Othering of the respondents consequently prohibits them from practicing their reproductive and sexual rights.

The Harry Potter series, although primarily written for young adults has managed to be widely popular amongst readers of different ages. The series has been able to entice both young and adult readers all over the world as it provides readers with ample opportunities for self-recognition and thus even self-reflection. Other than providing readers with opportunities for self-recognition the series also provides multiple examples of different important real-world issues such as mental health, othering, discrimination, and the stereotype threat.           In the Harry Potter series, readers are introduced to a whole new world filled with magic, witches, wizards, and other magical beings. The magical world is, however, still very similar to our world; it follows the same timeline as the real world, showcases different teenage problems as well as similar social structures and issues.           In today’s society immigrants and students from different nationalities, cultures and backgrounds are very common, leading to othering, stereotyping and prejudices being real issues that need to be addressed in today’s multicultural classes. Students are in need of support and encouragement to better understand and handle these issues in their everyday life.           Drawing on these ideas this essay will, by using a thematic analysis of the Harry Potter series, focus on the depth of the prejudices presented in the series by examining the underlying structural understanding of othering and racialization which readers are not always aware of being prejudiced against and how these prejudices are presented in the series. The aim is to show how the issues of unconscious biases and othering in the Harry Potter series are presented through the themes and characterization and how they can be used in eliciting empathy by alerting students to the fact that othering and discrimination are often based on unconscious biases found within the society.

China is seen as one of the world’s leading countries, especially when it comes to economic and political power. Even though China is a powerful country, the image of China and the country’s population is one of negativity and distrust. This has become especially apparent during the Covid-19 pandemic, where derogatory terms such as the “China virus” have been used and there has been an increase in violence against people from China and other Asian countries.  Therefore, this essay aims to analyse how China and its population have been portrayed, and also how European interests have been depicted and valued, in Swedish course books for history in upper secondary school during the period 1903-2010. A critical discourse was applied as the theoretical approach, in order to examine what type of vocabulary was used in these course books and how different discourses were used to describe China and its population. The post-colonial terms orientalism and othering were also used to examine how, or if, the course books upheld a Eurocentric discourse in their depiction of China. The results of this study show that a majority of the course books that were analysed do uphold a Eurocentric point of view in their portrayal of China and other Non-European countries, and that this is most prominent in the course books that were published in the early 20th century, even though this did occur in the more modern course books as well. The results also show that the Chinese history is only made relevant when European countries are involved in some capacity and is therefore seldom depicted free from European influence.

This article on the general operation of otherness which gathers five discursive particles is aimed to underscore the signification of each one of them. The first one, àshée, presupposes an earlier valid utterance then it introduces ist opposite as now valid. With gîdèe, the two utterances are produced by different subjects, the one under the scope of gîdèe being already valid, what the other subject ignored. As for ányáa, considered a previously constructed assertion, it modifies the content of the assertion by introducing a value of doubt. The two last particles also bring together two different occurences with many variations richer for àmmáa than for áy, which needs in addition the same utterer for the two utterances in opposition.

In 2018 the app TikTok was bought by the Chinese technology company ByteDance. Two years later the app had over 800 million users across the world, with over 100 million of them living in America. In 2020 a conflict emerged between America and China when the U.S. government started accusing the app of collecting American user data and sharing it with the Chinese Communist Party. The purpose of our study is to examine how the U.S. and China are framed in articles about TikTok in the American newspaper The New York Times and the Swedish newspaper Dagens Nyheter. In our study we examine a total of 20 articles between the 1 August 2020 and the 1 October 2020. We chose 10 news- or debate articles from each newspaper to analyse.    Our study is implemented through a qualitative case study and a thematic analysis. The case in our study is the debate around TikTok, which is a small part of the larger conflict that has been going on between the U.S. and China for several years. Our study is based on two theories. The first theory we used in our study is the framing theory and the second theory is the othering theory which is derived from the post colonial theory.  Through examining the articles in our study we draw the conclusion that the U.S. is described as the “Self” whilst China is often described as the “Other”. This is framed by showing how the U.S. and its userdata needed to be protected from China and the Chinese government. Throughout our analysis of the newspapers, China is framed as an enemy and a threat to the U.S. national security. In turn the U.S. is framed by being on top of the hierarchy between the countries and as though against China.

This study examines what support that exists in the Swedish upper secondary school curriculum and the English 7 syllabus for teaching postcolonial literature and the postcolonial literary concepts of binary pairs and Othering. This study also illustrates how Arvind Adiga’s The White Tiger (2008) could serve as an example of a postcolonial novel to exemplify said concepts in the EFL classroom. To answer these questions, a definition of the postcolonial genre as well as a definition of the concepts within postcolonial literary theory was formulated. With the theoretical framework in place, an analysis of the steering documents was conducted. The Swedish curriculum’s focus on the teaching of every human’s equal value and rights relate to the postcolonial genre, as the genre is dedicated to telling marginalised perspectives in the modern world. The syllabus states that teaching different genres of literature and the usage of different perspectives in the classroom should be a part of the English subject. This supports the teaching of postcolonial literature as it is a successor to Western classics as well as shift in perspective from the colonisers to the colonised. The teaching of the concepts of binary pairs and Othering were indicated to be potentially challenging to practically implement, as literary didactic literature stated the difficulties of adapting literary theory to an upper secondary school level. Teaching literary concepts was indicated to be achievable provided that teachers teach theory with clear guidance of what context to use it in and where not to use it. As for binary pairs and Othering within Adiga’s The White Tiger (2008), the examples focused on were the Indias of Light and Darkness, and how this binary pair Othered one another. As such, the results were found to indicate that there is support for teaching postcolonial literature as well as postcolonial concepts, and that Adiga’s novel would be an adequate text to use for exemplifying these in the classroom.

Using the method of qualitative content analysis, my research is focused on the visual and ideological representation of antagonists in eight PC games of first-person shooter genre (FPS), released between 2007 and 2019. The analysis is based on the identification of the stereotypical antagonistic representations. Its main attention is devoted to the ethnic and national stereotypes, because antagonists are ethnic and national Others in relation to protagonists. I aimed to define another summarizing and defining criterion of antagonistic representation, apart from the categories of othering already mentioned. In my thesis, I also describe ideological aspects which frame antagonistic representation. For the analysis of ideological content, I use Pötzsch's selective realism, which, by means of the four filters (violence, consequence, character and conflict) excludes negative and controversial aspects of war from FPS games. Not only does selective realism presents war selectively, it represents antagonistic actions selectively, too. In the text, I identify the stereotypical representations of three ethnic-national groups - orientalism and Cold War stereotypes in the case of Russians, neo-orientalism in the case of Middle Eastern antagonists and techno-orientalism in the case of East Asians. The ideology...

How the EU frames Russia before and after the Crimean annexation betters our understanding of the motives and incentives behind a securitized unanimity in EU energy policy and decarbonization given previous internal dissensus. Europe’s energy transition and security policy is contingent upon Russian relations, considering its gas dependency. Given the 2022 Ukrainian invasion, studying past rhetorical change instigated within the EU is relevant, using the 2014 annexation as a potential catalyst. Russian energy flows reaching the EU are decreasingly predictable since they pass through key transit states like Ukraine. An overview of recent EU-Russian normative trajectories becomes appropriate as the EU tackles an energy crisis and is interconnected with an unreliable energy provider. Complex interdependence is used to explain the EU’s framing of Russia in energy relations, where mutual dependence, vulnerability and sensitivity to policy change define the states’ well-being, as postulated by Keohane and Nye. Marco Siddi’s conflict-cooperation dichotomy on the Russian Other supplements the framing analysis. An abductive coding approach forms the methodology, where the chosen material may inform the codes, alongside conceptual themes generated beforehand. The frames are applied to EU-parliamentary policy briefings, commission frameworks and bilateral EU-Russian roadmaps spanning between 2011-2016 with three yielded frames: ‘Commercial ties and sunk costs’, ‘Jeopardized security order’, and ‘Fossil-bound authoritarianism’. These frames are divided into pre-and post-annexation sections. The outcome points to attitude shifts in the EU, from perceiving Russia as a Cooperative Other to an Antagonistic Other. This manifests itself within energy security realms and partly in decarbonization. All three frames imply an EU-Russian bilateral relationship entrenched with sunk costs and commitments—with ideological rifts widening in energy security where the EU frames Russia as a normative and contractual violator. The changed framing of Russia may thus help explain how EU energy policy experienced recent change.

In this essay the use of othering in the novels Heart of Darkness by Joseph Conrad and Paradise by Abdulrazak Gurnah is compared. The comparative reading is carried out through the lens of a postcolonial framework comprising thoughts and ideas of, among others Edward Said and Ania Loomba. The analysis of this essay shows that while the othering in Heart of Darkness is based on an ideologically motivated conception of European superiority resulting in racism, the othering in Paradise is based on the status levels in the precolonial East Africa, where in the end economic wealth, culture and religion decided everyone’s position within the system.

‘Global South’ has no widely agreed definition, nevertheless, this term has become apopular abstraction to refer to everything else that is not ‘the developed world’. In climatechange discursive framework ‘global South’ alludes to the climate vulnerable developingcountries. Historically these countries and societies marked by the colonial legaciescontributed to the current climate crisis least but are exposed to its worst impacts. Based onindividual interviews with leading climate change experts from climate vulnerabledeveloping countries, this study explores their perceptions about this term. Postcolonialconceptual framework helps to analyze the collected data, taking an inductive reasoningapproach. Concepts are not neutral and textual analysis tracks down how the term ‘globalSouth’ is employed in international climate change language. The study reveals that theterm ‘global South’ is well established in academia and climate relevant developmentcooperation areas, however, it is strategically excluded from the official language of climatediplomacy. Moreover, findings from the individual ‘global South’ accounts disclose thatclimate change discourses are not free from postcolonial issues such as white-supremacy,binaries of difference, and othering. Other common themes that emerged from theinterviews are a shared identity, agency, and voice. Finally, I formulate recommendationsfor a better, more inclusive, more sensitive, and more self-reflexive way to speak about the‘global South’ countries and their call for climate justice.