The aim of this dissertation is to study segregation within the Swedish school system, with regard to the reformation during the last decades of the 20th century which researchers have described as a system change. After an initial research survey two questions are identified: one which concerns the process of human becoming, and the other concerning segregation, within and between social milieus in a school system. The first is answered from a relationistic philosophical perspective, which leads to the study object the educative milieu. In turn the study object leads to the development of a research approach to investigate such settings. The research approach consists in the construction of epistemic objects (in short: epiobjects) – in this case two school classes whose pupils have actively made the choice of these classes – understood as monistic entities constituted of internal relational structures. The construction of the epiobjects identifies the families involved in the classes as informants and decides on a number of research themes (for example description of the school, the teachers, leisure activities) for the data collection. The disposition of the study consists of tree main steps: determining relevant symbols, positioning and description. Determining relevant symbols means to decide what is assigned meaning in respect of the research themes. This was achieved through an interview study. Positioning means to decide how the symbols and bodies are distributed within the epiobjects in order to represent their relational structures. This was done with questionnaire data that was organised with aid of correspondence analysis. In the description the epiobjects can be understood as educative milieus, by focusing on their educative tensions and doxa. Educative tensions are differences between positions in the epiobjects relational structure, while doxa are areas of agreement. The analysis shows that the epiobjects are obviously different in terms of educative tensions and doxa. The main difference between the epiobjects concern the families’ motives for the choice they have made: families in one class maintained they chose the school because of its subject specialisation, while families in the other claimed that they sought a school characterised by orderly behaviour and a better learning of subject knowledge and skills. Associated with these differences are dissimilarities concerning, for instance, political orientation, education level, income, democracy, freedom of choice, as well as regarding inclination to attend different kinds of cultural events and institutions. The results can be seen as an illustration of how a system of freedom of choice leads to segregation, by orienting people with dissimilar preferences to different alternatives while, at the same time, these preferences concerning school choice correspond with differences in other areas of life.

The dissertation examines the recruitment to the nursing education in Denmark from 1850 but with emphasis on the years 1988-2001 during which a major reform was conceived and implemented. Pursuant to that reform, in 2001 the nursing education was given the status of a Bachelor’s Degree Program in Nursing. The aim of the dissertation is to determine the effects – if any – of this development on the recruitment profile and on the objective position of the nursing education in the field of advanced education in Denmark and whether there are polarizations and/or regularities in young peoples’ approach to the nursing education homologous with socio-cultural constellations. The dissertation draws theoretical inspiration from sociologist Pierre Bourdieu, with emphasis on Bourdieu’s reproduction theory and praxeology. The empirical basis for the dissertation consists of formal documents defining the nursing education since the first law on authorized nurses was passed in 1933 until The Executive Order regarding the nursing education in 2001. These documents form the basis for an objectifying analysis of the institutional, structural and education policy conditions that historically formed the framework for the shaping and content of the nursing educations. The historical background contributes to a contextualization of the analyses carried out concerning changes in recruitment patterns and students’ social positioning since nursing was established as an occupation. The analysis of recruitment patterns builds mainly on a survey carried out in 2004/5 covering a class of students from five nursing schools in Denmark (a third of the total population). The dissertation shows that the 2000/2001 reform did not lead to a fundamental change in ranking in the academic hierarchy. Although social recruitment to the nursing profession moved “upward”, seen over a longer period, the analyses showed that the nursing education as a whole, also after the 2001 reform, mainly attracted young women from “lower” positions in the social space than those from which university students were recruited. The dissertation furthermore shows how students’ social background and acquired dispositions can generate a basic habitual orientation that may have a determining influence on the way they orient themselves in relation to the education and occupation.

A multi-layered analysis on the morphological development of Ephesus in relation to the Temple of Artemis and an investigative wandering through the streets of this city in the era of Roman Empire highlights this thesis characterized by a consistent search for the significance of the notion of urban armature. From the standpoint of those who lived at that time, special attention is directed toward the colonnaded avenues as well as to their formal and social impacts within the city fabric. The thesis re-reads Ephesus within two main parts / first the urban form in relation to the topographical provision and sacred landscape provided by the site itself / and then from the ground level through a walking trip of the city as it appeared in the second century A.D. Crucial to this visual experience is the semantic quality of the environment at a collective level since the meaning of the experience would be useless without considering the meaning of signs and symbols within the environment. Thus, bounding ancient society and urban space at the phenomenological level, the small trip starts at the harbor and concludes at the Temple of Artemis, the irrefutable symbol of Ephesus and the most revered shrine in Asia Minor.

The aim of this thesis is providing an initial insight into the quite recent Northern European immigration to Coastal Turkey through exploring its causes and consequences within the context of a particular locality, Didim where a single nationality group, the British, comprise the most prominent lifestyle migrant category. In that frame, three aspects of the migratory move namely the causes and the meaning of the move through the migrant narratives / the new social spaces created in terms of everyday practices of the migrants and the interactions with the locals / and the meanings of the changes for the locals have been elaborated. Within a descriptive ethnographic approach, in depth interviews were conducted in Didim with 20 British lifestyle migrants and 20 locals. It is found out that while the migratory move to Didim is a strategy devised by the British migrants to react to the broader social and cultural changes impacting their lives / the meaning of the same move for the locals of Didim is a change impacting their lives which requires devising new strategies for coping and for challenging. The encounters and co-habitation of the two groups of people from countries of different affluence levels and with a significant cultural distance, in the social setting of migration transgressing the boundaries of the already established context of international tourism, shape the daily life in Didim through the new social spaces being constructed and identities being constantly re-negotiated.

The main subject of this thesis is focused on the notion of taking space as a production and the relations that effect this production. The theoretical background of this study will be based on Henri Lefebvre&rsquo / s &lsquo / Production of Space&rsquo / . In this context, the notion of house which is the spatialization of social life, interrogated within the concepts of possession and ownership. This interrogation is constructed on the Sulukule district which presents unfamiliar social and physical relations. According to this, it is designated that, this settlement has a great value with its own dynamics and the unique spatial formation. Therefore the analyses are carried out the social and spatial value of the district and its place in the urban memory, in the light of the concepts of possession, ownership and appropriation. In this respect, the thesis ends with a call for an evaluation of the district, including its social, economic, cultural production facets.

The interest for international development partnerships has increased within the discipline of cultural anthropology hand in hand with growing globalisation. Through the study of how actors that have engaged in a Ugandan-Swedish Municipal Partnership experience, express and utilise cultural difference, this thesis aims to make a contribution to this research by examine activities that took place in a specific context of cultural intersection. In addition, it aspires to link these experiences in the everyday life to general socio-political discourses. The material that the thesis builds upon was gathered during a total of four months of fieldwork in Manafwa district, Uganda, and the municipality of Åmål, Sweden. The main informants that were consulted during the fieldwork were civil servants, politicians and actors that in other ways had engaged in the partnership or in the several side-projects that were linked to it. In the analysis of their narratives, as well as of observations collected in the two field sites and of official documents that concerns the partnership, inspiration was drawn from previous research in the discipline of applied development anthropology as well as the institutionalised anthropology of development. Theories of intercultural interaction and the work of hegemonies have been used in order to examine development through the study object of cultural difference. The thesis has its starting point in two issues that were high on the agenda during my stay in Manafwa district; the 2014 Anti-homosexuality Act and corruption within the partnership. Through the study of the way that the engaged actors' experiences are used in order to create coherence in relation to these issues, the aim is to reach an understanding of how their world views are simultaneously shaped by and reshaping intercultural encounters. The ways in which claims of universal truths are used in order to install feelings of belonging and to motivate certain actions will be presented. Furthermore, the thesis will show how hegemonies in many ways are used in order to maintain hierarchies within development partnerships that in their official outlines claim that they intend to be equal.

This study investigates Discourses of language use (Gee, 2005) in a community of artists and artistic promoters associated with the Centre culturel Aberdeen in Moncton, New Brunswick, Canada. Members of this network are described as Acadian social actors, those who have cultural and linguistic capital, thus the potential capacity to influence Discourses of language use circulating in Acadian society, through language use accompanying their art and artistic promotion (Bourdieu, 2001; Heller, 2003; Heller & Labrie, 2004). This study specifically explores this group’s discursive constructions of their roles within social spaces (Lefebvre, 1991) in which they participate as artists, beginning with the Centre Aberdeen itself, expanding to Greater Moncton, Acadie, Canada, and finally, to the international space of la francophonie. Their discourse shows these roles to be highly dependent on the linguistic marketplace associated with each space. The findings indicate that in the space of the Centre culturel Aberdeen, formerly conceived of as a minority language space, French remains the dominant language of practice; however, many participants affirm that the use of other languages in the Centre is not censured. Some participants even refer to Aberdeen as a bilingual space. In the social space of Greater Moncton, the discourse of bilingual participants demonstrates their inner conflict between using French in their art to affirm their Acadian identity and using English in order to have a greater audience. In Acadie, the participants’ discourse focuses principally on how to represent regional varieties of French in writing, including Chiac, the variety of French local to Southeastern New Brunswick. In the space of Acadie and beyond, participants speak to the need for a normative register of French in extra-regional communications. In the national Francophone social space, participants express their frustration at lack of exposure and the essentialization of their identity in Canada’s Francophone media. In speaking of la francophonie, participants again insist on the necessity of a standard form of French for global communication, while affirming that they also assert their cultural distinctiveness in their art with regional expressions. These findings are in line with elements of Heller and Labrie’s (2004) post-nationalist discours mondialisant. / text

Research establishes, that clothes constantly communicate something about its wearer. You send out different messages depending on what sort of clothes you are wearing. For example, a suit can project social status and power, while, a pair of jeans usually conveys a more casual impression. Either way, research state that clothes are symbolic expressions. This essay focuses on the theme clothes and pupils within the school world. Do pupils today experience clothes as symbolic values? By using qualitative interviews, I have examined how four senior high school pupils talk about clothes and its potential symbolic value in school. Together with, in what ways the participants experience clothes functions as status markers in school. The French sociologist Pierre Bourdieu´s theory of the judgment of taste, is the theoretical starting point of this paper. Bourdieu claims that trivial things, such as clothes, reveal the social belonging of the individual. Because, clothes can project differences in taste, and taste is connected with social class, according to the Bourdieu. The conclusion of the essay is that all participants, more or less, experience that clothes project symbolic values within school; however, what it projects varies in different social spaces. That is, clothes do not have the same symbolic meaning in all schools. For the second research assignment, I have come to the conclusion that quite often clothes actually do functions as status markers in school. But, what sort of clothing that is synonymous with status also varies within different social spaces. That is, a piece of clothing that is symbolic with high social status in one school does not necessarily project the same status value at another school.

By employing an Indigenous methodological framework and a community based research approach, I assess the role that the Aboriginal Resource Centre (ARC) has in the lives of Aboriginal students at the University of Guelph, and drawing on the ARC as a case study, I conceptualize space from an Aboriginal perspective. Drawing on interviews with a key informant, prior and current students, I demonstrate that the ARC is more than just a student service or physical centre on campus; it is a community full of meaning and lived experiences. In ARC, the students have found a safe place in which to express themselves and feel safe to explore Aboriginal identity formation. I capture the importance of conceptualizing a shared space, specifically between people who share the same cultural worldview, within a reconceptualization of space.

<p>According to conventional wisdom, the period of intense antiradicalism that followed World War II effectively drove all radical activity underground by the early 1950s, severing the intergenerational connection between the "Old Left" of the Great Depression era and the "New Left" of the 1960s. Building a Better World revises this narrative by examining how radical activists in New York City carved out space for young people's participation in leftwing political culture between 1945 and 1965. Contrary to most studies of the postwar Red Scare that focus on the Left's decline, this study tells a story of survival. Despite concerted efforts by social critics and governmental officials to curtail radicals' political influence among the young, radicals maintained a surprisingly robust radical social world centered in summer camps, private schools, youth groups, cultural organizations, union halls, and homes throughout New York City and its environs. In these spaces, youth continued to absorb a radical worldview that celebrated the labor movement, decolonization struggles, and African Americans' quest for freedom, while forwarding a biting critique of American capitalism. This process of intergenerational transmission would not have been possible without access to social space and an ever-evolving interpretation of radical values responsive to changes in political culture and demographics. Building a Better World relies on extensive archival research, print material, visual sources, and original oral histories to document this hidden history. In so doing, the dissertation significantly revises our understanding of the American Left, the history of American childhood, spatial change in New York City, and the evolution of political, ethnic, and racial identities in modern American history.</p> / Dissertation