EIA's contribution to increased environmental awareness is a posited means by which EIA's contribution to a substantive level of environmental protection can be measured. However, little research has been done to evaluate and properly contextualise this increased environmental awareness in members of the public who participate in EIA and its associated processes of public participation. Utilising a Foucauldian understanding of power and governmentality, this research has shown how this process of becoming environmentally aware takes place within a broader application of governmental power and it is within this context which the success (or otherwise) of steering towards a greater environmental awareness must be evaluated. The biopolitical intentions EIA has for managing environmental life in general draws strict boundaries of expertise and authority in governing the environment, and as products of this formation of governmental power the public become subjects of expert direction. In opposition to this, the public produced a rural environment and local community as defined and governed by forms of experiential knowledge, which although pertaining to a truth-oriented mentality of rule, exerted a similar biopolitical control over the environment and immutable form of authority and expertise within it. It is contended that for EIA to penetrate bounded environments and disrupt their totalising environmentalities, the tool must extend the meaning of uncertainty to explicitly recognise the conflict that exists between actors and their respective environments. In this way, EIA can contribute to a form of self-reflexive and -critical environmental citizenship deemed necessary for a thorough investigation into the political dimensions of the environment and its associated substantive measures of enhancement and protection. Employing a realist governmentality approach to the case-study of the 2016 public inquiry in shale energy proposals in Lancashire, this research generated discourse analyses of key policy documents and public contributions to the inquiry in addition to a 'lived experience' of the inquiry as a participatory space through participant observation. The key findings were that at the policy level, the participating member of the public is produced as both a trustee and an expert, heightening the potential for conflict. Further to this, the experiences of the public inquiry added to this potential by seeking to impose on the participant an individualised, silent identity which was directly contradicted by the public during 'non-technical' sessions who sought to participate actively and collectively. Within their contributions the public produced further internal conflicts, with aspects of this discourse relying on existing institutionalised forms of knowledge and expertise to respond to environmental problems, while in others asserting that localised and personal experiences were necessary. EIA as a technique of government can have a leading role in defining the environment in both a physical, surrounding sense and as a mentality. To do so and challenge essentialised and concrete ideas regarding the environment avoiding the acts of exclusion that underpin them becoming normalised the thesis builds on the analysis to make a proposition for a more effective agonistic EIA process.

Med blicken på barnet syftar till att synliggöra hur barn skapas som subjekt när deras beteenden förbryllar, oroar eller utmanar personal i förskolan och hur utrymme för, eller begränsningar av, barnens möjligheter till att vara, kunna eller göra olika därmed framträder. Vidare belyser studien hur hanterings- och styrningsförslag av barnen och deras beteenden formuleras i specialpedagogiska sammanhang inom förskolan som diskursiv praktik. Huvudsaklig grund för studien är situationer där avdelningspersonal och specialpedagog möts för samtal samt texter som producerats i samband med dylika samtal. Studien vilar på en poststrukturalistisk teoribildning och har genomförts med ett diskursanalytiskt angreppssätt. Studien har genomförts utifrån antagandet om att språket medverkar till hur människor konstituerar, socialt konstruerar och förändrar sin verklighet. Även om det finns rörlighet och förändringskraft i språket kan, genom att ett specifikt sätt att tänka och tala inom en kontext reproduceras och fixeras, viss kunskap och vissa föreställningar bli dominerande och till slut tas så för givna att de inte längre ifrågasätts. Studien erbjuder en alternativ bild som kan öppna upp för reflektion och andra sätt att tänka och tala än de som har blivit och utmärkt sig som naturliga och dominerande i specialpedagogiska sammanhang inom förskolan.

本論文採用Traugott (2010)及Hopper and Traugott (2003)的語法化觀點，探討台灣華語「給我」、台灣閩南語「共我」、及台灣客語「摎ngai」句式在動前位置的祈使用法，主要分析產生此祈使用法的背後動因與機制，包含類推(analogy)、重新分析(reanalysis)、轉喻(metonymy)、語用強化(pragmatic strengthening)、及語言接觸(language contact)等概念。本論文的另一焦點為探討台灣華語「給我」的評價用法，此為台灣華語的新興用法，尚未見於台灣閩南語及台灣客語中。本研究將提出，語法化、主觀性(subjectivity)、及主觀化(subjectification)能闡釋新興用法產生的動因與機制。 / This thesis aims to investigate the preverbal [gei wo], [ka gua], and [lau ngai] construction in Taiwan Mandarin, Taiwan Southern Min, and Taiwan Hakka. The original meaning of these constructions presents beneficial meaning, but they can also frequently appear in imperative constructions. While the extant literature has discussed the pragmatic functions of the imperative meaning, why and how the imperative meaning emerges is still unexplored. Aspects of grammaticalization are adopted (cf. Traugott 2010; Hopper and Traugott 2003). To elaborate how and why the imperative meaning emerges, syntactic and semantic mechanisms and their motivations are proposed. The other issue of the thesis aims to explore the newly emergent evaluative [gei wo] construction in Taiwan Mandarin. In addition to mechanisms and motivation for its development, the notion of subjectivity and subjectification plays a crucial role to account for the motivation for the emergence of the construction in question. Overall, this thesis illuminates the notion that the emergence of special constructions can derive from their original constructions through cognitive and functional foundation.

Le jeu vidéo proposerait une nouvelle forme de subjectivation autour de l’action en mouvement, dont le moteur apparait dans l’organisation fantasmatique. L’auto-empathie va s’y déployer : processus par lequel un sujet se met à la place de l’autrui-en-soi, produisant un regard intériorisé sur soi pour représenter son monde subjectif. La médiatisation de ce processus d’auto-empathie dans les mondes virtuels va permettre au sujet de se mettre à la place d’une figure qui le représente, de telle façon que son attention et son empathie pour cette figure sont tournées indirectement vers lui-même. Ce second temps d'empathie virtuelle pour une figure de soi, que nous appelons auto-empathie médiatisée par un avatar ou auto-empathie virtuelle, favoriserait dans un troisième temps le développement d’une empathie pour soi. Enfin dans un quatrième temps, dans les jeux de rôle en ligne multi-joueurs, serait favorisé le développement d’une nouvelle forme de travail du lien intersubjectif : différenciateur plutôt que sexuel, engageant l’action dans des proto-conversations plutôt que les émotions entre joueurs, et ressortant du domaine fantasmatique, l’autre joueur étant toujours représenté par le sujet avant d’être perçu, sollicitant entre les joueurs un désir d’intersubjectivité par lequel il faut entendre le désir d’une rencontre dans le monde réel d’un autre joueur par la mise en jeu d’un fantasme dans lequel les représentations imaginaires sont tournées vers la figuration, imaginaire également, d’un sujet réel derrière un autre avatar / Video games propose a new form of subjectivity concerning action in motion, which motor appears in fantasy organization. Auto-empathy will deploy: process by which a subject puts himself instead of the other-in-self, producing an internalized view of self in order to represent his subjective world. The mediation of self-empathy process in virtual worlds will allow the subject to identify with the figure that represents him in the virtual worlds, so that his attention and empathy for this figure are turned indirectly towards himself. This second stage of virtual empathy for a self-figure, which we call self-empathy mediated by an avatar or virtual self-empathy, favors in a third time the development of empathy for oneself. Finally, in a fourth step in the multi-player online role-playing games, the development of a new form of intersubjective relationship work is favored: differentiating rather than sexual, engaging the action in proto-conversations rather than emotions between players and emerging from fantasy domain, the other player being always represented by the subject before being seen creates between players a desire for intersubjectivity through which the desire for a meeting in the real world of another player by putting in a fantasy in which imaginary representations are turned into figuration, also imaginary, of a real subject behind another avatar.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-06-02T19:23:53Z No. of bitstreams: 1 priscilateixeiramatos.pdf: 9761014 bytes, checksum: 8fe33f83c4a9ec2cb868ad087060614a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-06-06T12:05:36Z (GMT) No. of bitstreams: 1 priscilateixeiramatos.pdf: 9761014 bytes, checksum: 8fe33f83c4a9ec2cb868ad087060614a (MD5) / Made available in DSpace on 2017-06-06T12:05:36Z (GMT). No. of bitstreams: 1 priscilateixeiramatos.pdf: 9761014 bytes, checksum: 8fe33f83c4a9ec2cb868ad087060614a (MD5) Previous issue date: 2012-08-20 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / Este trabalho investiga a polissemia e a gramaticalização do verbo "ver", buscando identificar seus diferentes usos. Além disso, procuramos estabelecer o padrão construcional que caracteriza cada um dos usos identificados. Durante a pesquisa, operamos com as hipóteses de que (i) "ver" desenvolveria, no decorrer do tempo, funções discursivas que percorreriam um caminho de crescente (inter)subjetivização (FINEGAN, 1995; TRAUGO l I , 1995, 2010; TRAUGOTT & DASHER, 2005); e que (ii) os diferentes usos do verbo estariam relacionados semanticamente, revelando polissemia. A fim de comprovar essas hipóteses, foi realizada uma pesquisa sincrônica, que considerou a distribuição e a frequência de uso (BYBEE, 2003; VITRAL, 2006; MARTELOTTA, 2009) do verbo "ver" no português contemporâneo, mais especificamente no dialeto mineiro. Para isso, utilizamos o corpus do projeto Mineirês: a construção de um dialeto, que recobre as cidades de Belo Horizonte, Arceburgo, Mariana, Ouro Preto, Piranga e São João da Ponte. A partir da análise dos dados, foi comprovado que "ver" desenvolveu-se de um uso [- subjetivo], baseado na percepção sensorial, para usos [+ subjetivos], relacionados à percepção cognitiva. Foram, ainda, identificados outros usos [+ (inter)subjetivos], dentre os quais se destacam marcadores discursivos. / This work investigates the polysemy and the grammaticalization of the verb "ver", trying to identify the different uses of the verb. Moreover, we tried to determine the constructional pattern that characterizes each of the identified uses. During the research, we assumed these hypotheses: (i) "ver" would develop, over time, discursive functions that would run a path of increasing (inter)subjetivization (FINEGAN, 1995; TRAUGOTT, 1995, 2010; TRAUGOTT & DASHER, 2005); and (ii) the different uses of the verb would be semantically related, revealing polysemy. In order to prove these hypotheses, we accomplished a synchronic survey,, which considered the distribution and use frequency (BYBEE, 2003; VITRAL, 2006; MARTELOTTA, 2009) of the verb "ver" in contemporary Portuguese, more specifically, in dialect of Minas Gerais. To do this, we used the corpus of the "Projeto Mineires. a construcao de urn dialeto", which includes the cities -of- Belo Horizonte, Arceburgo, Mariana, Ouro Preto, Piranga and Sao Joao da Ponte. From the data analysis, we could demonstrate that "ver" came from a [- subjective] meaning, based on sensorial perception, and developed [+ subjective] uses, related to cognitive perception. We also identified other [+ (inter)subjective] uses of the verb, among which stand out the discourse markers.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-19T13:01:57Z No. of bitstreams: 1 ivandejesusdavisulloa.pdf: 4109944 bytes, checksum: 8a0b82e567d54d97d2f83b8dab5844b7 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-19T13:12:02Z (GMT) No. of bitstreams: 1 ivandejesusdavisulloa.pdf: 4109944 bytes, checksum: 8a0b82e567d54d97d2f83b8dab5844b7 (MD5) / Made available in DSpace on 2018-04-19T13:12:02Z (GMT). No. of bitstreams: 1 ivandejesusdavisulloa.pdf: 4109944 bytes, checksum: 8a0b82e567d54d97d2f83b8dab5844b7 (MD5) Previous issue date: 2018-03-27 / O objetivo do presente trabalho é identificar, descrever e analisar a construção –ING no par linguístico inglês/espanhol. A construção exibe uma série de usos na língua inglesa e ensiná-la ou traduzi-la para usuários de outras línguas impõe alguns desafios. No caso de falantes de língua espanhola como público alvo, a maioria tende a interpretar a construção como sendo verbal, no aspecto progressivo, o que representa apenas uma função da construção. No tocante ao referencial teórico, a pesquisa é baseada no trabalho de Langacker (1987, 1990, 1991, 2006, 2008) com o intuito de investigar o uso da construção. A Teoria dos Protótipos (ROSCH, 1973), as Categorias Radiais (BRUGMAN, 1981; LAKOFF, 1987), e a Gramática das Construções (FILLMORE & KAY, 1999; GOLDBERG, 1995, 2006), além da abordagem semântica sobre a construção –ING (WIERZBICKA, 1988), serão essenciais para a descrição da construção sob uma perspectiva conceptual. Com relação à metodologia, assume-se uma abordagem tanto quantitativa quanto qualitativa dos dados (COOK, T.D. & REICHARDT, C.S., 1979; RICHARDSON, R. J.,1985; CRESWELL, J., 2010), compilados a partir de um corpus bilíngue paralelo no par linguístico Inglês/Espanhol, de 1199 ocorrências da construção –ING. A hipótese central do estudo é que a construção, em sua função verbal progressiva, é mais central ou prototípica (ROSCH, 1973) em relação à sua rede construcional, envolvendo outras funções, quais sejam, nominal, adjetival e adverbial. Essas funções, por sua vez, assumem posições mais periféricas e se relacionam com a função verbal por meio de relações de extensão metafórica (GOLDBERG, 1995, 2006). Argumenta-se, então, que essas relações estabelecem um continuum entre as funções, variando de um nível mais concreto, mais ancorado no contexto de fala a um nível mais abstrato, mais subjetificado (LANGACKER, 1990). Por meio de uma análise baseada em corpus (BERBER SARDINHA, 2002, 2004) argumenta-se, por fim, que existe uma organização radial (BRUGMAN, 1981; LAKOFF, 1987) para a construção –ING, que passa de um domínio mais concreto, mais situado ou “ancorado” no evento de fala e se torna, assim, mais objetificado (como “processo”) a um domínio mais abstrato, menos situado, menos ancorado no evento de fala e, portanto, mais subjetificado (como “coisa”) (LANGACKER, 2008). / The aim of this dissertation is to identify, describe and analyze the –ING construction from the English language. The –ING construction has a number of uses in the English language and either teaching or translating it to speakers of other languages poses some challenges. In the case of having Spanish speakers as audience, most of them tend to interpret the construction as a verbal one, in the progressive aspect, which is only one function of the construction. As for the theoretical framework, we chiefly based our research on Langacker’s work (1987, 1990, 1991, 2008) in order to account for this construction. We also rely on Prototype Theory (ROSCH, 1973), Radial Categories (BRUGMAN, 1981; LAKOFF, 1987), and Construction Grammar (FILLMORE & KAY, 1999; GOLDBERG, 1995, 2006), apart from a semantic approach to the –ING construction (WIERZBICKA, 1988), which will be essential for describing the –ING construction from a conceptual perspective. In regard to methodology we take both a quantitative and qualitative approach to data (COOK, T.D. & REICHARDT, C.S., 1979; RICHARDSON, R.J., 1985; CRESWELL, J., 2010) compiled from an English/Spanish parallel corpus of 1199 verbal –ING occurrences. Our main hypothesis is that the –ING construction, in its verbal function, is more central or prototypical (ROSCH, 1973) in respect to its conceptual network and its other functions, namely nominal, adjectival and adverbial. These functions, in turn, exhibit a more peripheral role and are linked to the verbal function through metaphorical extension relationships (GOLDBERG, 1995, 2006). These relationships, we argue, establish a continuum between these functions, going from the most or more grounded level up to the most abstract, subjectified level. By performing a corpus-based analysis of the data (BERBER-SARDINHA, 2002, 2004) we finally argue that there is a radial organization (BRUGMAN, 1981; LAKOFF, 1987) for the –ING construction, which goes from a more concrete level, being this more situated or “grounded” (LANGACKER, 1987, 1990, 1991, 2008) and thus more objectified (as a “here and now process”), until it gets to a more abstract level, therefore, less situated and more subjectified (taken as a “thing”) (LANGACKER, 2008).

Le phénomène de subjectivisation des choses, différent de la réification de la personne ou de la personnification des choses, est le processus d’affectation de certaines choses à la protection des éléments substantiels de la personne : son individualité et son humanité. Visant des choses au régime juridique ambivalent, ce phénomène questionne la pertinence de la summa divisio des personnes et des choses et mène à son renouvellement. Malgré la variété des choses concernées (oeuvre d’art, image, logement, prothèse, etc.), toute chose subjectivisée procède du mécanisme de l’affectation à une finalité de nature personnelle. Le régime juridique de ces choses, organisé selon un principe de « sécurité statique », notamment par l’extracommercialité, emprunte alors au moins partiellement aux règles classiquement attachées à la personne pour atteindre la finalité poursuivie. En dépit de la diversité des techniques d’affectation et des choses, la logique de l’affectation à finalité personnelle permet une analyse pérenne et heuristique du phénomène. Un premier degré de lecture de ce phénomène vise à le rendre intelligible en procédant à l’exercice de la taxinomie juridique autour des deux catégories majeures : les choses personnalisées et les choses humanisées. Un deuxième degré de lecture consiste à quitter l’analyse inductive des régimes juridiques pour en extraire un schéma stipulatif basé sur la finalité poursuivie. Cette lecture finaliste génère de nombreuses applications et projections, tant théoriques que techniques. Un troisième degré de lecture conduit à s’interroger sur le sujet bénéficiaire de l’affectation. Les choses personnalisées et humanisées représentent les deux faces d’un même sujet de droit : la personne humaine juridique. Introduisant un nouveau rapport de sujétion par l’affectation personnelle, la chose subjectivisée ne constitue plus une anomalie du droit mais la manifestation du renouvellement du concept de personne. Ainsi, c’est la portée explicative de la summa divisio des personnes et des choses qui est réhabilitée. / The phenomenon of the subjectification of objects, thus distinct from the reification of the person or the personification of objects, is the process whereby certain objects are assigned to the protection of the substantive attributes of the person: individuality and humanity. Applied to objects whose legal status is already ambivalent, this phenomenon casts doubt upon the pertinence of the summa divisio between persons and objects, and prompts us to reconsider this principle. In spite of the variety of objects affected by this phenomenon (works of art, images, homes, prosthetics etc.), the mechanism at work invests all subjectified objects with a purpose of a personal nature. In order to fulfil its stated purpose, the legal status afforded to such objects – based on the principle of ‘static security’, and in particular on designating them as excluded from commercial exchanges – is at least partly inspired by the rules traditionally applied to persons. In spite of the diversity of attribution techniques, and indeed of objects concerned, the principle of personal attribution allows for a long-term, heuristic analysis of this phenomenon. The first angle of analysis consists in putting this phenomenon into perspective by analysing the legal taxonomy surrounding two major categories: personified objects and humanised objects. The second is to leave inductive analysis behind in order to arrive at a stipulative schema based on the stated purpose. This teleological approach opens up numerous applications and projections, both theoretical and technical. The third implies looking more closely at the beneficiaries of this process of attribution. Personified and humanized objects represent two sides of the same legal subject: the legal human person. Introducing a new form of subjection by means of personal attribution, the subjectified object is no longer a legal anomaly but rather the physical manifestation of changes in the very concept of the person. As such, the explanatory significance of the summa divisio between persons and objects is rehabilitated.

The invisible struggle for the purpose of leisure time pedagogy  - a study of discourses about leisure time pedagogy The aim of the study is to examine and highlight the discursive struggle about the main purpose of leisure time pedagogy in school in a democratic society. Thereby my aim is to deepen the discussion about what leisure time pedagogy is and should be. The examination of different purposes is based on Gert J.J. Biestas different educational concepts qualification, socialization and subjectification. The study is based on a webb survey answered by 71 leisure time pedagogues, and interviews answered by 6 leisure time pedagogues. Findings from the webb survey suggests that most of the respondents believe their administration think the most important duty of leisure time pedagogy is different from their own. Most of the respondents indicated socialisation or subjectification of students as their most important duty, while most of them think their administration designate the students qualification as most important. The interviews where recorded, transcribed, and later analysed in line with Ernesto Laclau ́s and Chantal Mouffe ́s discourse theory. From the interviews I was able to map out 3 different discourses about the main purpose of leisure time pedagogy according to leisure time pedagogues: the socially oriented discourse, the knowledge oriented discourse and the identity oriented discourse. I was also able to map out one discourse based on leisure time pedagogues views on how they think their administrations anticipation on leisure time pedagogy differ from their own beliefs. In conclusion most leisure time pedagogues believes their main purpose is to help students develop social skills and personal identity, while they believe their endeavor to do so, is interfered either by their administrations designated purpose with leisure time pedagogy or their anticipation on leisure time pedagogues to help teachers and to support pupils development of subject knowledge, rather than to plan and elaborate with leisure time pedagogy. The study suggests that the different discourses, while not properly articulated, may lead to misunderstandings and a false feeling of agreement when there is none. This is why there seems to be a need to really discuss and clarify different comprehensions of the meaning of the main concepts of leisure time pedagogy in order to articulate the discursive struggle. / Syftet med föreliggande studie är att undersöka och lyfta den diskursiva kampen om fritidspedagogikens roll och syfte inom skolan i ett demokratiskt samhälle. Genom detta är min förhoppning att studien kan bidra till att fördjupa diskussionen om vad fritidspedagogiken är och bör vara. Fritidspedagogikens syfte undersöks utifrån Biestas utbildningsfunktionskategorier kvalificering, socialisation och subjektifiering. Studien baseras på en webbenkät som besvarats av 71 fritidspedagoger och intervjuer med 6 fritidspedagoger. Resultatet från webbenkäten visar att de flesta av fritidspedagogerna tror att skolledningens uppfattning om fritidspedagogikens viktigaste uppdrag skiljer sig från deras egen. De flesta menade att elevernas socialisation eller subjektifiering var fritidspedagogikens viktigaste uppdrag, men att de trodde att skolledningen menade att fritidspedagogikens viktigaste uppdrag var elevernas kvalificering. Intervjuerna spelades in med ljudupptagningsapparat, transkriberades och analyserades därefter med hjälp av Ernesto Laclaus och Chantal Mouffes diskursteori. Utifrån intervjuerna kunde tre diskurser om fritidspedagogers egen uppfattning om fritidspedagogikens viktigaste syften kartläggas: en socialt orienterad diskurs, en kunskapsorienterad diskurs och en identitetsorienterad diskurs. Utöver dessa tre diskurser kartlades en diskurs baserad på fritidspedagogers uttalanden om hur skolledningens förväntningar på fritidspedagogikens syfte skiljer sig från deras egen uppfattning. Sammanfattningsvis anser de flesta fritidspedagogerna att deras viktigaste uppdrag är att stötta elever i deras utveckling av sociala förmågor och personliga identitet, men att deras strävan mot detta hindras antingen av att skolledningen menar att fritidspedagogiken har ett annat syfte, eller att de förväntar sig att fritidspedagoger främst skall arbeta för att stötta klassläraren och elevernas kunskapsutveckling, snarare än att planera och utveckla fritidspedagogiken. Studien tyder på att de olika diskurserna om fritidspedagogikens syfte kan leda till missförstånd och en falsk känsla av samstämmighet när så inte är fallet. Detta pekar på behovet av att diskutera och tydliggöra olika uppfattningar och tolkningar av fritidspedagogikens centrala begrepp samverkan, kompletterande uppdrag och värdegrundsarbete för att tydligare artikulera den diskursiva kampen.

The thesis is a continuation of studies of Japanese modality, however its theme is not defined based on a particular kind of modality as is commonly done in synchronic studies but based on completely or to a degree shared common origin of the studied forms. Usage and properties of Early Middle Japanese -m.u are compared with usage and properties of Modern Japanese {-ō /-jō} a darō, schematic meanings of respective forms are suggested and grammaticalization and subjectification shifts which have taken place during approximately one thousand years of development are mapped. The results of the analysis show that subjectification has taken place and that the main impuls leading to the subjectification changes was grammaticalization of suffix -m.u to ending {-ō /-jō} respectively to particle (in Narrog (1998) terms) darō, which lead to split of one schematic meanings "inclination" in general control cycle (Langacker 2002, 2009) to two separate schematic meanings "inclination" in factual respectively epistemic control cycle. Powered by TCPDF (www.tcpdf.org)

This study aims to explore the relationship between racist police practices and the production of space in the city of Malmö, Sweden. Acknowledging the systemic inequalities inherent in Nordic welfarism and how past Swedish colonialist efforts inform such systems, it presupposes that racist police practices should be considered structural rather than dependent on individual actors. To holistically explore how intersections of essentialist categorizations such as race, gender, and class are imposed on individuals, it focuses on the intertwined concepts of space, mobility, power, resistance, and subjectification. Building on three interviews with racialized men with different ethnical backgrounds and class affiliations living in Malmö, the study suggests that the impacts of racist police practices on the informants’ everyday lives are profound. Such practices do not merely restrict and determine physical movement but also shape the production and perception of space, both public and private. While room to maneuver is limited, it is important to recognize that resistance, too, is an element in the production of space. The experiences and narratives of the informants highlight both explicit and implicit acts of resistance as well as self-protection, challenging dominant narratives and protecting them from the gaze and sometimes the violence of the police, and reclaiming space and mobility. Moreover, racist police practices significantly impact processes of self-formation, as racializing and criminalizing stereotypes are internalized through conforming to society’s expectations and through challenging such expectations. In mitigating the impacts of police encounters, the informants modify their daily actions and appearances.