This dissertation investigates how customer service providers identify psychologically with their customers, as well as how this identification is influenced by an organization's treatment of customers, and how customer identification ultimately affects service performance. Based on predictions made from relational models of fairness and social identity theory, I hypothesize that an employee's perceptions of organizational fairness antecede identity cognitions related to the organization and its customers, and that these identity variables then influence service behaviors. These predictions are tested in two lab studies utilizing a simulated electronic help desk experiment. Results show that an organization's customer-directed fairness affects an employee's customer identification, while employee-directed fairness affects organizational identification. Results also show that customer identification and organizational identification interact to affect the level of politeness demonstrated by service providers, and that customer-directed fairness influences pro-customer rule breaking independently of identity variables. Theoretical and practical implications are discussed.

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Commentary about solid or whole body part transplantation, transfusion and donation is well documented and has added to discourse about who gives and receives and how. Commentary about another body part – blood – is, it is argued here, less well developed (Sanner, 2001; Lock, 2004; Scheper-Hughes and Wacquant, 2006; Shaw, 2009). Blood and its modern-day sociology and anthropology is understood and limited by its links with both Titmuss’ altruism and gift exchange theories. This thesis, using a qualitative ethnographic approach, re-examines and introduces new discourse about blood, challenging the orthodoxy of altruism and seeking new understanding and justification for blood donation. It uses testimony from 80 blood donors to elicit real-time ideas about blood as a source of risk rather than a gift from strangers. It also argues that donors “give to get back” their donations rather than give as a form of altruistic behaviour, thus introducing the concept that blood donating is a form of covenant between society and the individual or a form of deposit. Issues of trust are examined via the lens of deferment as increasingly it is not good enough to just donate blood without stringent societal, as well as techno-medical, surveillance. Donating blood is shown to be a form of active citizenship, and to be deferred from doing so has a direct impact on individuals’ freedom to donate and thus community membership. The emotional labour of giving is revealed by the testimonies of “able” donors, which evidence that not only do donors perceive their blood to be special, but also the act of giving is a labour carried out by the few who can do it for the majority, in contrast to those donors who regard giving blood to be a mundane, functional practice. Lastly, an emerging hierarchy of self in relation to the body is uncovered here revealing hints at its’ inalienable status. The thesis charts the journey of blood from being a mystical part of the body, linked to goodness, to blood being the new “master tool” of modern society, imbued with risk and therefore entrusted to society via scrutinising blood management systems. The methodological framework is centred on an interpretative approach, using data gathered from interviews and questionnaires from active blood donors in sessions at the National Blood Service (NHSBT) as well as testimony gathered from individual one-to-one interviews. It refers to theories by Foucault, Mauss and Douglas to interpret the qualitative data revealing blood as a target of bio-power, risk management and social exchange and a shifting dislocated new body part, and it sets out to challenge the orthodoxy of altruism as the rationale and justification for blood donation in modern Britain.

This empirical study identifies and analyses what conceptualisations of citizenship emerge in policy thinking around naturalisation and how these conceptualisations have been articulated in citizenship policy and by policy-makers in the two specific cases of the United Kingdom and Sweden. Understanding citizenship as a bounded membership status the research is grounded in a view of citizenship as having content: rights and duties, ideas of identity, perceived virtues or political values. Employing an interpretive methodology the study closely analyses the central policy documents from the period 1994-2007. It also extensively draws on material from over thirty in-depth elite interviews with policy-makers. These include David Blunkett and Ulrica Messing, the ministers responsible during the development of the key changes to citizenship legislation in the respective countries. In the Swedish case the thesis argues that five conceptualisations form the ideational context in which policy articulations of citizenship take place. Interplaying ideas of integration, equality and belonging are reinforced by conceptualisations of citizenship as about a „welcoming‟ symbolism and as „responding to a global, internationalising context‟. In the UK case five conceptualisations also emerge. A strong interlocking of thinking about integration and belonging provides citizenship policy‟s ideational foundation. Adding depth and complexity to this are ideas about diversity, „common values‟, and the presentation of citizenship acquisition as a „journey‟. The final section of the study analyses and compares the findings from the two specific cases. In considering the policy tone around naturalisation it contrasts the attention given to individual effort in the UK with the accentuation of entitlement in Sweden. It also highlights different conceptual approaches to belonging and its relationship with citizenship; with belonging strongly connected to identity in the UK but to the idea of emotional certainty and security in Sweden. This is argued to reflect distinct beliefs about where evolving ideas about citizenship create demands for change. In Sweden, legislative opening to dual citizenship was conceptualised as a necessary response expected of the state. In the UK, the introduction of citizenship tests was conceptualised as the establishment of a legitimate demand on individuals. Approaches in the two cases are also shown to differ in where emphasis lies in ideas about diversity‟s relationship with citizenship. The UK downplays notions of ethnicity while the Swedish conceptualisation accepts pluralism as the reality of contemporary globalisation.

The apparent tension between Israel as a democracy and Israel as a specifically Jewish state has played a central role in much academic and popular debate about the region. Taking an actor-centred perspective of national subject and citizenship formation, this thesis treats Jewish nationalism and democratic citizenship not simply as abstractions, but as categories lived out in the everyday lives of Jewish Israeli youth. The ethnography focuses on secular and religious Jewish Israeli high school teens as they approach conscription age and begin to make decisions about their rights and responsibilities as Jewish Israeli citizens. This is done in a context of their school, recreational, and family life. Through the engagement of these youth with processes around the Disengagement from Gaza, which saw the radicalisation of existing conflicts between “secular” and “religious” Jews, I show how these teens reproduce Jewish democracy in their everyday lives, taking it from an abstract conundrum to an un-ambiguous way of being Israeli. What might be considered paradoxical in fact resembles what I consider the multiplexity of Jewish Israeli identity that considers the multiple ethnic, religious, and civic resources that constitute Jewish Israeli national subjectivity. The tensions between democratic citizenship and Jewish nationalism are therefore productive of a particular form of identity. The particular focus of the thesis is how and why Jewish Israeli youth reproduce Jewish nationalism, and subsequently how people themselves construct a sense of nationhood through the shared experiences of kin and peers. This ultimately establishes the nation as not only an “imagined community” but a tangible network of shared experiences, rooting it in intimate relationships that inspire feelings of national connectedness. The vagueness of why people would want to contribute to an abstract society is partly understood in an Israeli context through looking at the intimate familial motivations behind doing military service. The fact that the majority of Israeli teens still consider military service a vital constituent of Israeli civic identity and national membership reveals the moral boundaries that continue to be derived from civic republicanism and ethno-nationalism that comprise the experience of being in the army and Jewish democracy as a whole. Through the attitudes of Jewish Israelis and the IDF towards draft avoidance and conscientious objection one is able to appreciate how the ethnic and civic forms of citizenship that constitute the experience of military service establish certain contours of national belonging. This provides a contemporary understanding of Jewish Israelis‟ engagement with civic-republicanism and ethno-nationalism, showing the ways both the state and Jewish Israelis expect other Jewish nationals to show commitment to the Israeli state. My ethnography on state rituals illuminates how official state narratives converge with subjective national experiences. As well as trying to reinforce particular forms of nationalism, individuals take part in state rituals for their own reasons revealing the emotional aspect of nationalism and hence the fresh ways people interpret national discourses.

The general aim of this thesis is to examine and explain how education fosters future citizens when Swedish upper secondary schools work actively with entrepreneurship in school. Toward this aim, two research questions are asked: How are students governed and how do students govern when focus is on entrepreneurship in school? How do teachers relate to entrepreneurship in school? The study took place in a school development program with a focus on teachers developing their abilities and working with entrepreneurship in schools. Four studies presented in four articles form the cornerstones of the thesis. The empirical data was collected during 2013– 2014 in three of the participating schools. Different methods were used. The first step was reading and analysing policy documents, followed by observations in the classrooms, interviews with the teachers with the help of performance maps, and interviews with the students in gendered focus groups. In total, 14 teachers and 90 students were involved in the study. The schools were geographically spread and represented both public and independent schools. For this study an abductive approach was used, which means that the empirical data were collected and first studied unbiased. Various theoretical models were chosen to find answers to the specific research questions; thus, a connection between the theory and the empirical data was made. The first article examines whether a citizen with entrepreneurial abilities is fostered in school when the concept of entrepreneurship has a place in the curriculum. This article also analyses the curriculum (Gy11) and more specifically what can be read under the heading The Task of the School. The main result from this study shows that students are emphasising entrepreneurial abilities over other abilities. The second article draws a comparison between John Dewey’s ideas of progressive education from the early 1900s and the teaching methods that have come to be advocated for developing student ́s entrepreneurial abilities. The main purpose of progressive education is to foster a democratic citizen; here I could observe that techniques for teaching entrepreneurship are comparable to progressive education, but the purpose is not the same. The purpose of entrepreneurship in school is primarily to foster individuals who are active and responsible for their own future. Michael Foucault's concept of governmentality is the focus of article three, which explores how students are governed and shaped when entrepreneurship in school is emphasised, and it explores whether boys and girls are governed in different ways. The analysis of the result indicated that the students were governed in three different ways in the three school contexts, and girls and boys were governed in different ways both among the schools and within the schools. The fourth article addresses how the teachers relate to entrepreneurship in schools in light of new reforms, marketization, more regulation and the demands of being an entrepreneurial teacher. The result shows three narratives: the cool teacher, the stressed teacher, and the frustrated teacher, each handling entrepreneurship in school in different ways. This thesis shows that the entrepreneur has come to be presented as a hero and entrepreneurship as a solution to cope with challenges—to the global economy, but also for coping with ourselves and our own lives. It also shows that fostering a democratic citizen is subordinate to fostering citizens with entrepreneurial abilities, as the regime of truth is to become the entrepreneur. The students are both governed and governing toward that direction. And even if teachers have different ways of approaching entrepreneurship in schools, the will to be the entrepreneurial teacher and to foster entrepreneurial citizens is clear.

This thesis is the result of ethnographic research carried out in an Israeli academic institution, located in the West-Bank of Israel/Palestine. Focusing on the social science department, the research examines the content and context of the study of social anthropology in this institute namely, The Academic College of Judea & Samaria ('The ACJS'), and analyses the ways in which Israeli identity is being understood and imagined by its students. Part One of the thesis examines the broad academic and geo-political context of the study of social anthropology in The Academic College of Judea & Samaria (The ACJS). This part includes three chapters: The first chapter presents an historical analysis of 'Israeli Social Anthropology' as a (Zionist) national tradition of ethnographic research. The second chapter is an introduction to the research of citizenship in Israel/Palestine and to the related concept of Israeliness as a 'culture of citizenship'. It includes an analysis of the West-Bank of Israel/Palestine as a disputed geo-political entity and a (political) no man's land within the international system of nation-states. The third chapter is an outline of the Jewish-Israeli settlement project in the West-Bank of Israel/Palestine, and also introduces the reader to the WB settlers. Part Two of the thesis is ethnographic and includes three chapters. The first chapter is ethnography of the West-Bank settlement-town where the ACJS is located, Ariel 'Settlementown'. This chapter incorporates a new descriptive method in political anthropology or, in the 'anthropology of the political', that of ‘sensing the political’ (Navaro-Yashin, 2003). The second and third chapters of the ethnographic part describe and analyze 'everyday life' in the ACJS itself, focusing on its social sciences department. It examines the way in which social anthropology is taught in the ACJS, and the ways in which Israeli identity is imagined and understood by its students. The summary of the thesis includes a triple hierarchical model of Israeli citizenship, based on this research, as well as suggestions for further research in the field of political anthropology and the anthropology of citizenship. The analytical focus of this research is Israeli citizenship and the concept of Israeliness as a 'culture of citizenship'. The research set itself as a search for the ways in which Israeliness was expressed and practiced in the 'everyday life' of people in the ACJS, and especially among its social science students and faculty. Studying Israeliness as a culture of citizenship implies adopting a new and different way of conceptualizing and understanding Israeli identity. Instead of adopting the Zionist political image of a (Jewish) national community, a view which, as has been the situation also in Israeli Social Anthropology, excludes non-Jewish citizens of Israel, the concept of Israeliness as a 'culture of citizenship' offers a new image of an Israeli political identity/community, one that includes all citizens of the State of Israel, regardless of their ethnic/religious identity and belonging. Thus, it is intended that the main contribution of this thesis will be to 'Israeli Social Anthropology' in filling these methodological and theoretical Lacunae, and in showing a way out of what appears to be a conceptual dead-end which it had reached concerning the interpretation and representation of Israeli identity. This intention seems even more advisable in the particular case of Israel/Palestine, where an adoption of the more inclusive discourse of 'citizenship' might contribute towards ‘Peace Education’, so much needed today as part of the long-term efforts to resolve the Israeli-Palestinian conflict.

This thesis will argue that feminism is at the edge of a new wave brought about by the fragmentation of the feminist political movement and the rise of postmodern theory. It contends that postmodern theories have been used by feminists as a 'critical strategy' to understand why the movement fragmented and to move towards the acceptance of more strategic and conventional politics. Thus many feminists are now prepared to leave behind the utopian and separatist legacies of the second wave. These feminists are willing to consider how a future feminist movement can be built that will account for the differences between women, and realise that there will thus need to be a painful and precarious process of alliance-building. It is argued that given the precarious nature of the alliance, feminists in a new wave must also re-conceive democratic models of citizenship to ensure that women and feminists' concerns are met in the wider political sphere. This second concern also makes sure that they have institutional and procedural support should fragmentation recur. The thesis considers three such models of citizenship: Seyla Benhabib's deliberative model, Iris Young's communicative model and Chantal Mouffe's agonal one. It contends that these models only partly address the concerns of new wave feminism, because they are based on transformative and participatory models of politics. These models undermine the importance of feminists finding legitimate political relationships that respect the multiplicity of their demands as feminists, as women and as citizens. This thesis concludes that representative models of democracy are more suited to feminist concerns in a new wave. Such models have distinctive characteristics that allow women to be politically included in terms of a range of political concerns and identities. Representative models of democracy, moreover, make it clear that the political relationship is one of formal authorisation and not one of personal identity recognition and transformation.

Magister Legum - LLM / Statelessness is a global human rights problem affecting a vast number of individuals, families and communities worldwide. The concept of statelessness comes to existence as a conflict that was created by international law. Article 15 of the Universal Declaration of Human Rights provides that everyone has the right to a nationality. Article 1 of the International Covenant on Civil and Political Rights provides the right to state sovereignty. The latter article thus allows states to enact laws conferring nationality as it deems fit, even if such laws offend the former article. In addition, this phenomenon affects men and women differently, something which international law fails to take proper cognisance of. This causes the failure of properly being able to regulate the issue of statelessness. Furthermore, the failure at law stumps the growth of women by be destabilising and disempowering it. While Article 9 of Convention on the Elimination of All Forms of Discrimination Against Women provides that there should be no discrimination between men and women with regard to the acquisition or conferral of nationality. However, there are 27 countries who maintain gender-based discriminatory nationality laws. One of the main reasons for generational statelessness is gender –based discriminatory nationality laws. The problem of statelessness will continue to persist if nothing is done to reform the laws of those countries who maintain the gender-based discriminatory nationality laws. This thesis will examine the legal gaps at international law in addressing the issue of statelessness. It will also look at States that continue to implement nationality laws and practices which are gender discriminatory. This thesis will argue that Article 9 is used as a basis of accountability for violator States who fail to protect women who have been subjected to human rights violations as a result of statelessness. It will also provide recommendations that will aid in acquiring effective change that could ultimately lead to the eradication of statelessness.

ABSTRACT There is a growing body of research that demonstrates the relationship between identity development, the development of citizenship, and the pedagogy of service learning (Eyler & Giles, 1999; Jones & Hill, 2001, 2003; Rhoad, 1997; Youniss &Yates, 1997). While a review of the effects of community service on elementary and high school participants in the USA provide some indication that participating in service-learning programmes is beneficial to young people, Alt & Medrich (1994) state that there is still relatively little clear, systematic evidence demonstrating the connection between community service and particular affective and educational objectives. It is of concern in the light of the Further Education and Training (FET) Life Orientation (LO) Curriculum’s call for citizenship education (Department of Education, 2003), that no research on ‘community service’ work done by high school learners in South Africa can be located. The studies that link a service- learning or community work pedagogy to the development of empathy have primarily been conducted with college students (Burnett, Hamel, & Long, (2004); Giles, & Eyler, (1993); Jones & Hill (2003); Pratt, (2001); Rhoad, (1997)). Although there is some research with adolescents (Hamilton & Fenzel, (1988); Leming, (2001); Middleton, & Kelly (1996); Yates. & Youniss, (1996), it has primarily focused on social and identity development in community service settings and not specifically on empathy. However Hatcher’s (1994) research with adolescents and college students provides indications that empathy is developmental and can be elicited by environmental intervention and that some aspects of empathy can be taught to adolescents if a developmental shift is caught. Key words: empathy, service learning, community work, identity, citizenship