Studien fokuserar på hur förskollärare uppfattar sin bekvämlighet i undervisningen gällande barns kulturella identitet samt hur förskollärare uppfattar att de möjliggör för utveckling gällande ämnet inom förskolans utbildning, frågeställningen avgränsar syftet genom att lyfta fram det visuella arbetet genom lärmiljön. Studiens resultat bygger på en analys av fem stycken kvalitativa intervjuer som hölls med fem förskollärare som arbetar på olika verksamheter för att få ett varierat resultat. Teoretiskt och metodologiskt vilar studien på en fenomenologisk metodansats. Studien visar ett komplext arbete där förskollärare ställs inför att resonera kring frågor som kulturella uttryck och likvärdighet. Studiens resulterar i att förskollärare anses resonera kring bredare lära i förhållande till de praktiska arbetssätt för att främja utvecklingen av barns kulturella identitet. / How teachers in preschool education work to promote children’s cultural identity. The study focuses on how preschool teachers perceive their comfort in teaching regarding children’s cultural identity and how preschool teachers perceive that they assume the development of current subject matter within preschool education. The question defines the purpose by highlighting the visual work through the learning environment. The results are based on an analysis of five qualitative interviews that were held with five preschool teachers who work in different preschools to get a varying result. Theoretically and methodologically, I wanted to study a phenomenological approach. The study shows a complex work where preschool teachers are faced with reasoning about issues such as cultural expression and equality. The result shows that preschool teachers show a desire to have clearer working methods to use in practice when working with childrén’s cultural identity.

This thesis aims to understand and explore how the experience of adult Third Culture Kids (TCKs) – individuals who live abroad outside of their parents' passport country in their developmental years – impacted the development of their cultural identity. Child migrants on a global level are increasing in the modern context, and not enough literature has focused on exploring the impact a highly mobile and transient upbringing has on children. Therefore, this study presents a social science insight into how the impact of growing as a TCK impacts one's cultural identity construction, sense of belonging, and relation to place. Six interviews were conducted with adult TCKs and analysed using a thematic analysis framework. Results showed that the cultural identity of the adult TCKs was more complex to explore and understand primarily due to their unique base where they had the opportunity to get a wide range of exposure to opinions, perspectives, people, and cultures. Additionally, third culture communities are the environment that mould the TCKs' relation to culture and concepts of belonging and home. Most interviewees showed signs of early maturity regarding their value system, and perspective on life, both of which comprise their cultural identity. This is argued to be principally due to their exposure at a young age to an intricate web of actors, social cues, and different contextual environments. Lastly, given the sample groups' transient upbringing, they perceive that their relation to physical places is weak, resulting in continual revising of their identity and a strong connection to relational bonds. Potentially, TCKs have a paradigm that is distinctive as their conceptualisation of home, belonging, culture, and identity are developed in transient, diverse, and dynamic environments. The study provides valuable understanding on the TCK experience and its impact on cultural identity construction and relation to place. It contributes empirically and theoretically to the field of migration studies, child migrants and to underlining implications of being young and internationally mobile.

Vi lever i en allt mer globaliserad värld som medfört en ökad frihet för individer att röra sig mellan länder, regioner, städer, byar eller landsbygder. Det har bidragit till att individer kan tillskriva sig flera identiteter utifrån upplevelsen av olika kulturer och platser. Individens identifiering med en plats kan ha betydelse för hur hen ser på att flytta ifrån platsen till en ny plats. Syftet med studien är att få en förståelse för om och hur individer som inte är födda i Sverige identifierar sig med olika geografiska platser där de bott, hur det anknyter till deras identitet och vilken betydelse det kan ha för att byta boendeort i Sverige. Det empiriska materialet har samlats in genom åtta djupintervjuer med individer som inte är födda i Sverige men som är bosatta i landet. Resultatet visar att individerna inte identifierar sig med sina nuvarande bostadsorter framförallt eftersom de saknar ett arbete och identifierar sig som immigranter. De har en kulturell bakgrund med sig och majoriteten har fortfarande en stark förankring med sina födelseländer vilket har format deras identitet, samtidigt som de försöker förhålla sig till den nya kulturen. Samtliga intervjupersoner uppger att de är beredda att flytta ifrån sina nuvarande bostadsorter om de får ett arbete någon annanstans eftersom de inte ser en framtid där på grund av avsaknaden av arbete. Utifrån deras beskrivningar kan det tolkas som att de har svagare band och en svagare förankring till sina nuvarande bostadsorter, och att det inte finns några motstånd eller hinder för hur de förhåller sig till att flytta. Det är något som kan gynna kompetensförsörjningen i de norra delarna av Sverige där det finns ett stort behov av arbetskraft till följd av de stora företagsetableringar som sker. / We are living in an increasingly globalized world that has led to an increased freedom for individuals to move between countries, regions, cities, villages, or rural areas. It has contributed to individuals being able to attribute multiple identities based on the experience of different cultures and places. The individual’s identification with a place can have an impact on how he or she feels about moving from that place to a new place. The aim of the study is to contribute to a deeper understanding of whether and how individuals who were not born in Sweden identify themselves with different geographical locations where they have lived, how it relates to their identity and what significance it may have to change place of residence in Sweden. The empirical material has been collected through eight in-depth interviews with individuals who live in Sweden but who were not born in Sweden. The result shows that the individuals do not identify themselves with their current places of residence, primarily because they are unemployed and because they feel and identify themselves as immigrants. They have a cultural background and the majority have strong ties with their native countries which has shaped their identity and they try to relate to the new culture. All interviewees state that they are prepared to move from their current places of residence if they get at job elsewhere because they do not see a future where they live today due to the lack of work. Based on their descriptions, it can be interpreted that they have less ties and attachment to their current places of residences, and that there is no resistance or obstructions in how they relate to move to a new place. This is something that the northern parts of Sweden can consider in their working process with attracting labor because of the large company establishments in the area.

The Keffiyeh, a traditional headdress, holds symbolic significance for Palestinians in their struggle for freedom against the occupation, yet its utilization in the fashion industry has drawn criticism for its exploitative nature and disregard for its cultural importance to Palestinians. Hence, this thesis examines Palestinians' perceptions of the use of the Keffiyeh in the fashion industry and the significance of this garment for their cultural identity. It is based on semi-structured interviews with five Palestinian women who were born in Palestine and in Europe. This paper draws upon cultural appropriation as a foundational element in the academic background, while utilizing cultural identity as a theoretical framework. The results of the analysis demonstrate that the Keffiyeh plays an important role in the cultural identity of the interviewed Palestinians’ and that its use in the fashion industry is viewed as an appropriation of their culture. By situating this paper within the current body of research on cultural identity and cultural appropriation, it aims to provide valuable insights into the importance of the Keffiyeh for Palestinian identity through an examination of the Palestinian perspective, thereby contributing to existing scholarly discourse.

This thesis discusses the role of side openings in museums, in relation to users’ visiting experience.The research particularly focuses on the feature of view, analysing if the connection with the outsideenvironment provided through windows, results in an enriched museum’s experience and enhancedcultural identity. The analysis is based on the case study of the Nationalmuseum in Stockholm, wherethree rooms with stronger, moderate and weaker connection with the outside environment have beenevaluated through visitors’ surveys. Results show that the public revealed considerable awarenessabout windows and their landscape and yet the view was rarely considered a distracting feature. Theavailable literature on daylight in museums hardly includes view among the acknowledged daylightbenefits, and, also due to the difficulty in controlling the daylight intake, side openings have gained abad reputation in the museum field. However, as in the analysed case study, the view was consideredby many as an enriching part of the visiting experience, this thesis calls for further research on therole of view in exhibition rooms and on how to include it properly in museums’ design.

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This paper presents a synthesis of the literature related to cultural identity and college student development among African Americans in higher education. Racial and cultural identities for African American college students are an integral part of their student development and have been connected to a variety of positive outcomes such as succeeding in college. Currently, traditional student development models and theories, once considered applicable to all students, are being challenged on the grounds that they are not culturally sensitive. Furthermore, the diversification of the philosophical foundation of higher education is also being challenged on the grounds that its foundation is also based in one dominant worldview. Subsequently, the classical student development literature as well as the philosophical foundation of higher education is being disputed on the grounds that its theories have been generalized to all student populations from samples that were predominantly White, male, and middle class. The guiding question of this work seeks to uncover if an African American college student's racial identity can truly be accommodated and achieved at a university which utilizes college student development models based solely in a European framework. Both Eurocentric and Afrocentric models are discussed and suggestions on how to integrate Afrocentric worldviews into higher education are made. / Urban Education