Latina survivors of intimate partner violence (IPV) experience IPV at similar rates as other ethnic groups. However, the intersection of multiple cultural factors, including acculturation, can greatly influence a woman’s experience of IPV. For example, research suggests that Latinas experience unique forms of control and unique barriers to service in addition to positive coping. Nevertheless, a scarcity of culturally relevant interventions plagues the IPV field. Moreover, evaluations of such programs are remarkably scarce in the research literature. The current study evaluates an innovative peer leadership intervention, the Líderes program, which is grounded in a self-empowerment framework. The Líderes program is a peer education leadership initiative that taps into the natural leadership skills of Latinas. Although the effectiveness of similar peer leadership models addressing public and occupational health concerns, education outcomes, and nursing leadership can be found in the literature, this is the first documented attempt to include survivors of IPV as participants in such a program. The study used a mixed methods design. The quantitative component included a multiple baseline research design including nine participants. The survey measured variables related to leadership development and a facilitator rating was utilized to measure behavioral change. The qualitative component included analysis of journals written by the participants documenting their experience of the program. Results revealed that the Líderes curriculum was effective in influencing the self-empowerment of participants across the intrapersonal, interactional, and behavioral domains of leadership. The qualitative results supported this finding and provided evidence for the important role of a supportive environment for this change to occur. The Líderes training program is the first training program for Latina community leaders who are also survivors of IPV. This study highlights the advantages of a peer-intervention training program as a way to develop existing strengths among Latina survivors of IPV.

Teaching and instructing students is a necessity, but creating ways to challenge them is a priority. This thesis focuses on Barry Zimmerman and Timothy Clearly’s Self-Regulation Empowerment Program (SREP). This model uses a problem-solving approach in establishing Self-Regulated Learning (SRL) strategies in students’ learning. Stemming from interdisciplinary questions such as, “what will help students be successful in and outside the classroom?” and “how do teachers challenge students without stifling their creativity?” this purpose of this study aims to explore the realm of Self-Regulated Learning (SRL). The present study further examines if SRL strategies and practices foster learning and are prevalent in current trends and curricula such as, Marzano and Common Core. After thorough analysis of student observations and coding of data, the findings concluded that SRL strategies fostered student learning. Students studied were more readily motivated to regulate their learning and attempt challenging tasks. Moreover these findings indicated an increase in student success and metacognitive knowledge, as the students were provided with more opportunities to engage in self-talk, self-reflection, strategic planning, and goal setting. Results suggested the flexibility of the SREP model and its application to current instructional practices. Implications and recommendations for further research into the SRL model across other disciplines are also presented and discussed.

This thesis focuses primary on the actors of the collaborative movement and their motivations and reasons for participating in it. The notion of the collaborative movement was developed during our process as well as the notion of self-empowerment. Two series of interviews have been led with founders of organizations acting within the collaborative movement and users of one of these platforms. From the analysis of the collected data we tried to answer our two research questions: what does lead the actors of the collaborative movement to be part of it? To what extent do they empower themselves? The results indicate that the actors of this movement do empower themselves through their participation. However the level of self-empowerment would depend on the degree of involvement. Moreover, it appeared that self-empowerment is not only an effect of their participation but also the motivation for it.

Studien tar sin utgångspunkt i den breda frågan om normativa ställningstaganden i staters utrikespolitik. Studiens syfte är att skapa en förståelse för vikten av att studera normer i kopplat till utrikespolitik, i studier som ämnar öka förståelsen för på vilket sätt normer påverkar staters utrikespolitisk. Feministisk IR och Naila Kabeers teori om stärkt egenmakt ligger till grund för teoridelen och belyser vikten av begreppen moral, genus, makt och egenmakt kopplat till utrikespolitik. Studiens resultat har påvisat att det finns ett behov av att studera normer kopplat till staters utrikespolitiska handlingsplan för att skapa en djupare förståelse för staters utrikespolitik. Genom att studera egenmakt i relation till Sveriges feministiska utrikespolitik synliggörs ett behov av att studera normativa ställningstaganden kopplat till utrikespolitiken. Detta eftersom att Sveriges utrikespolitiska handlingsplan bygger på analys och lösningar utifrån feministisk teori. Studiens påvisar ett behov av vidare studier av normers påverkan på staters utrikespolitik för att få mer kunskap om på vilket sätt normativa ställningstaganden påverkar staters utrikespolitiska analys, beteenden och beslut. / The study is based on the broad issue of normative positions in state foreign policy. The purpose of the study is to create an understanding of the importance of studying norms related to foreign policy, in studies aim at increasing an understanding of how norms affect the state's foreign policy. Feminist IR and Naila Kabeer's theory of strengthened empowerment forms the basis of the theory aspect, and highlights the importance of the concepts of morality, gender, power and empowerment linked to foreign policy. The study's findings have shown that there is a need to study norms linked to state's foreign policy action plan to create a deeper understanding of state's foreign policy. By studying empowerment in relation to Sweden's feminist foreign policy, there is a need to study normative positions related to foreign policy. This is because Sweden's foreign policy action plan is based on analysis and solutions based on feminist theory. The study demonstrates the need for further studies of the impact of norms on the state's foreign policy to gain more knowledge of how normative positions affect the state's foreign policy analysis, behavior and decision making.

This qualitative study employing ethnomethodology investigated whether previously employed African women between 50-59 years, termed near-old, turned to learning as a coping strategy after losing their jobs. Reflexive discussions, termed ‘herstories,’ were analysed. Whether the women experienced true crisis as a result of cessation from work, how they made meaning as they aged and to what extent retirement was a catalyst for learning formed the central lines of probing. The findings revealed that the near-old women did not consider the transition to old age a crisis. Crises in their experiences were more permanent and emotionally devastating. Meaning schemes and perspectives were transformed as they encountered unbearable work situations. Critical reflection on the situation led to action resulting in them exiting formal employment. There was strong evidence of self-directed and life-long learning. The women sought out new knowledge and skills in order to cope in the competitive work of consultancy. Instances of positive adult development attested to Mezirow’s theory of transformative learning and Brookfield’s reflective thinking. The study highlighted the need to use adult education strategies in order to promote critical reflection and to ‘conscientise’ older people about their deeply embedded beliefs that are often entrenched by their socialisation.

Using womanist theory as a theoretical framework, this study has analyzed identity formation and self-empowerment. Adichie is considered a feminist writer, but her ideals and ideas are very different from Western ideals and aim to survive and challenge patriarchal culture. In her debut novel, Purple Hibiscus, Adichie argues for a change in society's attitude toward the oppression of women and children. Adichie articulates a womanist ideology that relates to universal human suffering. This study considers the postcolonial background of the main characters, who confront the hybridity that occurs with identities that encounter a postcolonial culture. The domination of women is the most basic form of female subjugation in postcolonial Nigerian society. This is largely due to the cultural influences of patriarchal culture inherent in African society, which promotes prejudice against women and accepts violence against women and children as normal. Patriarchal violence is analyzed to explain how surveillance and punishment imprison the characters in the novel and isolate them from others. This analysis aims to show that liberation from oppression is only possible through unity with others, courage, and the achievement of dignity. / <p>Slutgiltigt godkännandedatum: 2022-06-28</p>

My mini-dissertation gives the autobiography of Talent Nyathi, who was born in rural Zimbabwe in 1961. Talent was unwillingly conscripted into the Zimbabwean Liberation Struggle. On her return to Zimbabwe, she has worked tirelessly for the education of her compatriots. Talent's story casts light on subject-formation in conditions of difficulty, suffering and victimization. Doubly oppressed by her race and gender, Talent has nevertheless shown a remarkable capacity for self-empowerment and the empowerment of others. Her story needs to be heard because it will inspire other women and other S/subjects and because it is a corrective to both the notions of a heroic Struggle and the `victim' stereotype of Africa. Together with Talent's autobiography, my mini-dissertation offers extensive notes that situate her life story in the context of contemporary postcolonial, literary and gender theory and further draws out the significance of her individual `history-from-below'. / English Studies / M.A.

My mini-dissertation gives the autobiography of Talent Nyathi, who was born in rural Zimbabwe in 1961. Talent was unwillingly conscripted into the Zimbabwean Liberation Struggle. On her return to Zimbabwe, she has worked tirelessly for the education of her compatriots. Talent's story casts light on subject-formation in conditions of difficulty, suffering and victimization. Doubly oppressed by her race and gender, Talent has nevertheless shown a remarkable capacity for self-empowerment and the empowerment of others. Her story needs to be heard because it will inspire other women and other S/subjects and because it is a corrective to both the notions of a heroic Struggle and the `victim' stereotype of Africa. Together with Talent's autobiography, my mini-dissertation offers extensive notes that situate her life story in the context of contemporary postcolonial, literary and gender theory and further draws out the significance of her individual `history-from-below'. / English Studies / M.A.