This thesis attends to the major question ‘how is Jewish identity created and maintained in contemporary Britain?’ To answer this question, I have done one year of ethnographic fieldwork in Britain, which included 121 interviews with Jewish people of various ages and across different religious as well as non-religious denominations. This thesis identifies four major elements informing the creation and perpetuation of Jewish identity: One, a sense of difference from the majority population creates and maintains the identity. Jews can perceive themselves to be different religiously, nationally, ethnically and/or culturally from white Christian British people. Two, trauma memory has an impact on the creation and sustenance of this identity. Vicarious group trauma, meaning trauma experienced by proxy of previous generations, can inform identity through its influence on everyday experiences. Three, community affiliation plays a role in creating and particularly reinforcing the identification. The Jewish community provides resources, social interaction and thus signalled attention, and regard; all of them respond to innate human needs that a person aims to have satisfied. Four, a group norm of continuity is important in the perpetuation of this identity within and across generations. This norm is created and sustained by its members through their focus on endogamy. Wanting to have a partner from one’s own group, have Jewish children and raise them in a Jewish lifestyle can, thereby, reinforce and maintain a sense of Jewishness (inter-) generationally. Without members marrying within the faith and having children that are raised with Judaism, it would be difficult to preserve Jewish identity in a country where the group does not constitute the majority. The thesis concludes that there are two reasons why Jews in diaspora have been able to sustain as a group and maintain their identity over time. Firstly, the multi-dimensionality of the Jewish group and respective affiliation platforms have allowed its members to create a multi-faceted meaning of being Jewish, and, secondly, continuous external challenges to the group’s security together with constant reminders of those challenges; both have prevented the group from assimilating into mainstream society.

The purpose of this paper is to uncover the history of New Orleans’s Irish Channel and, through the use of archaeological evidence from two household privies, to trace the social processes involved in the formation of ethnicity and social identity in the late nineteenth and early twentieth century. Despite its name and the annual St. Patrick's Day celebrations that take place in its streets, the Irish Channel was never an ethnic enclave of Irish identity. With an equal number of Germans, along with some English and French immigrants, and certain streets comprised fully of African-Americans, the Irish Channel was home to a diverse assortment of people all with unique and fluid conceptions of "identity." This paper attempts to flesh out the changing social, cultural, and institutional boundaries surrounding the formation of ethnic and cultural identities in the Irish Channel at the turn of twentieth century. By combining contemporary anthropological theory on ethnicity and cultural change with an analysis of the archaeological data and the historical and social contexts in which material culture was used, I challenge the usefulness of assimilationist approaches to understanding culture and the archaeological record. Using the archaeology of two Irish Channel families, I demonstrate the need for studying the complex, multidimensional relationship between material culture and identity in order to gain a deeper understanding of the past.

The purpose of this study was to investigate the presence of female and male authors from a genderperspective and how different cultures and ethnicities were represented in three textbooks: SpråkportenSvenska som andraspråk 1 2 3, Kontext Svenska som andraspråk 1 and Kontext Svenska som andraspråk2-3. I have chosen to use a critical discourse analysis to answer my questions. The method is based onNorman Fairclough`s model, which consists of three dimensions: text, discursive practice and socialpractice. The results showed an uneven distribution among female and male authors in all three textbooksmentioned above. Cultures and ethnicities other than Swedish were mentioned to a limited extent. Thecontent of the textbooks was often about differences between groups, while similarities between groupswere given a limited space. Descriptions of other cultures and ethnicities were in some cases one-sided andstereotyped. There were also tendencies towards a we and them discourse where the Swedish we was setagainst the non-Swedish them.