This diploma thesis polemizes with the relationship of human and smart technologies on a background of problematic of a postmodern society and aims to formulate a conclusion in that the use of smart technologies, given their current form and the current state of affairs in general, with its side effects may affect the form and nature of the whole society. By analyzing fundamental aspects of a postmodern society, particularly by reflecting on the processes of globalization, individualization, rationalization and relativization, complemented by illustrative examples of the effects of the use of smart technologies by ordinary and lay users, it is relating to the basic characteristics of current society. Its aim is to demonstrate imaginary spectacularness, in terms of the use of smart technologies and also in terms of the unfulfilled ideal of modernity, and it also aims to relate this imaginary spectacularness to the question of scientific and technological progress and also to the question of human nature as these are questions of the future development of the current postmodern spectacular society.

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(in English): Archeology is a science interpreting the past. In every interpretation of the past, there are some conceptual assumptions present that may be imperceptible at first sight. The aim of this primarily theoretical work is to make these assumptions more visible. The thesis is mainly based on the renowned archaeologist Ian Hodder, whose work is presented on the contrast between processual and postprocessual archeology. The greatest attention is paid to Hodder's current theory of Entanglement, which combines the work into one whole and sets its overall tone. Entanglement is a theory dealing with relationships and dependencies between people and things. Interpretation, critical evaluation and summary of related approaches is successively presented. Theory of Entanglement is set within a broader framework of archaeological theoretical discourse, which can be termed as relational archeology. The common denominators of relational archaeologies are the emphasis on relations, interest in the materiality of things and the effort to confront dualisms, such as the relationship of locality and globality. Symmetrical archeology primarily based on the work of Bruno Latour is introduced in one of the chapters. The final section in the spirit of Hodder's theory and relational archaeology deals with the...

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The aim of this thesis is to examine how LGBTQI people are represented in archives. This is done by studying how a municipal archival institution in southern Sweden captures and makes arcchival material concerning LGBTQI people available. The thesis is based on a qualitative case-study, where interviews and documents are used to collect data and to gain a deeper understanding of the respondents’ experience of representation in archives. Postmodern theory is used in the discussion and analysis to highlight the power and responsibility archival staff, political organisations and communities have and use in dealing with the struggles that is representation in archives. The result shows that records regarding LGBTQI people are not actively captured in the studied archival institution but used in several projects in 2021 due to both internal work with inclusion and external factors like an upcoming Pride event.

The thesis "Searching for today's education" deals with a dynamic relationship between contemporary postmodern society and school institution, which is the heritage of modern period. This relationship is conceived in two different ways: theoretically by the approach of postmodern philosophy (represented here by the interpretation of works by Jean-Francois Lyotard, Michel Foucault, Jacques Derrida and Roland Barthes) and practically by the evaluation of high-school seminar Understanding contemporary situation that has been held for last year students of a grammar school in Prague. After the introduction and overview of past discussion on this topic the analysis of three basic values of modern school on the concept of indoctrination and neutrality were offered. Those values are education for the truth, education for the freedom and civic education. At the same time a certain tension between the truth and freedom on one hand and the civic education on the other hand occurs. In the next chapter I try to characterize contemporary society by plurality (de/legitimisation, fragmentarisation), relativising relationship to the reality (virtualisation, technologisation, medialisation), and problematising of the subject (problem of identity and marginalisation). In the main part of the thesis I interpret the...

The purpose of this study was to explore how counselling teams draw on narrative therapy during intersession break consultations in walk-in counselling. Walk-in counselling is a form of single-session therapy (SST) that allows an individual, couple, or family to meet with a counsellor on a drop-in basis. Walk-in counselling clinics are becoming increasingly popular in Canada and globally, with a particularly high number operating in Ontario. Sessions in walk-in counselling typically involve a break partway through, during which the counsellor meets with a team of colleagues for a brief consultation; this is referred to as the “intersession break”. Narrative therapy is a postmodern therapeutic approach commonly used in walk-in counselling. Data collection occurred at two Ontarian walk-in counselling clinics and involved recording and transcribing a total of six intersession break consultations. Transcripts were examined using discourse analysis as a methodological approach. My analysis process identified four conversational practices counselling teams engaged in that drew on various aspects of narrative therapy theory. These practices are as follows: (a) counsellors engaging in externalization, (b) counsellors orienting to possible alternative narratives, (c) counsellors centring the person visiting the clinic, and (d) counsellors demonstrating tentativeness. This research is most directly relevant to counsellors working in walk-in counselling clinics and agencies offering SST involving intersession breaks. For mental health practitioners interested in postmodern therapeutic approaches, it provides a detailed account of how narrative therapy is being applied within a particular context. Finally, it may be of interest to people accessing walk-in counselling services who are curious about intersession break processes.

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Denna uppsats syftar till att undersöka hur förskollärare beskriver barns fria lek i förskolan, och de maktstrukturer som kan uppstå mellan vuxna och barn ur ett postmodernt perspektiv. Studiens metodansats är kvalitativ och undersöker ämnet med hjälp av intervjuer som metod. Studiens resultat bygger på nio semistrukturerade intervjuer, och visar att förskollärares subjektiva beskrivningar av barns fria lek kan förstås utifrån vad som kännetecknar en bra lek. En lek som främjar barns utveckling och lärande. Dessutom visar resultatet en beskrivning av hur maktobalansen mellan vuxna och barn tar sig uttryck i förskolans fria lek, vilket ter sig genom vuxnas regler och ramar, samt barns strategier att tänja på dessa. Vidare visar resultatet att förskollärares förhållningssätt till barns strategier att bryta maktkonstruktioner mellan vuxna och barn, kan påverka deras utrymme till subjektskapande och aktörskap i den fria leken. Studiens slutsats visar att den fria leken inte är fri, utan förhåller sig till vuxnas regler och ramar som i sin tur styrs av förskolans styrdokument. / The aim of this study is to investigate how preschool teacher’s describe children's free play in preschool, and powerstructures that can arise between adults and children through a postmodern lens. The studys method approach is qualitative and examines the subject by interviews. The study's result is based on nine semi- structured interviews and reveals the subjective descriptions of children's free play, that can be understood by the discourse regarding free play as developmental and learning. The result also reveals that there appears to be a power imbalance between adults and children in the preschool. Furthermore, the study’s result shows that preschool teachers' approach to the strategies which children use to break power structures between adults and children, can affect their subject creation and agency in their free play. The study's conclusion is that children´s free play isn´t free, but relates to the rules and frameworks of adults which in turn is governed by the preschool’s governing document.