<p>Hasselapedagogy mission in society, as a collective activity, is to help young people in LVU-care. Young people who are in need of help have shown abnormal behavior and thus become analyzed and sentenced for custodial care. The analysis and the establishment of the young people go after the rules for how a healthy life should look like. This means that there is an understanding in society about how we should live in order to fit into society. There is knowledge of normal and abnormal behavior in linguistic structures. The structures are found in the discourses of our society. The purpose of the essay was that through discourse analysis to find the structures that create knowledge about the behavior of adolescents in LVU-care. The method was to analyze the literature related to Hasselapedagogy and thus be able to clarify the structures and find what is regarded as true or false. The results showed the structures on the young people in LVU-care were in the behavior. Young people in LVU-care were considered to have its own norms, values and there’s social rules were wrong. The analysis of the discourse structures showed that there was an understanding in society about what abnormal behavior was, and what the appropriate social rules were. The discourse structures showed that young people in LVU-care does not have the proper social rules or the correct behavior.</p> / <p>Hasselapedagogikens uppdrag i samhället, i egenskap av kollektiv verksamhet, är att hjälpa ungdomar i LVU-vård. Ungdomar som är i behov av hjälp, har visat avvikande beteende och därmed blivit analyserade och dömd till tvångsvård. Analysen och upprättandet av ungdomarna går efter de konstruerade regler som finns för hur ett hälsosamt liv bör se ut i samhället. Det innebär att det finns en kunskap i samhället om hur vi bör leva för att passa in i samhället. Kunskapen om det normala och onormala beteendet finns i språkliga strukturer. Strukturerna visar sig i diskurser i samhället. Syftet med uppsatsen var att genom diskursanalys hitta konstruktionerna som skapar kunskapen om beteendet hos ungdomar i LVU-vård och deras anhöriga. Metoden var att analysera litteratur med anknytning till Hasselapedagogiken och därmed kunna klarlägga strukturerna och hitta vad som betraktas som sant eller falskt. Resultatet visade konstruktionen om hur ungdomar i LVU-vård var i beteendet. Ungdomar i LVU-vård ansågs ha egna normer, värderingar och fel sociala regler. Analysen av diskursernas strukturer visade att det fanns en kunskap i samhället om vad som var det avvikande beteendet och vilka de rätta sociala reglerna var. Diskursernas konstruktion visade att kunskapen fanns att ungdomar i LVU-vård inte hade de rätta sociala reglerna eller det rätta beteendet.</p>

Thesis (Ph.D. (Sociology))--North-West University, Vaal Triangle Campus, 2005

<p>This thesis is based on material gathered during a field study in rural Sri Lanka, a Minor Field Study, (MFS) during April-May 2007. The core of the thesis deals with conceptualisations of empowerment and how they can be interpreted contextually from the perspectives of motherhood. The interplay of gender discourses with structural dimensions are analysed to see how these work to uphold ideals whilst posing contrary demands on mothers. Part of the focus has thus been to look at how discourses are adhered, aligned and adjusted to in various ways as strategies for survival in the context of poverty and marginalisation. The way social constructions perpetuate asymmetrical power relations as natural and normative is also discussed since this is central to how gender discourses are produced, upheld and reproduced. This study initiates in the every day experiences of mothers living in absolute poverty. Through narratives and participatory observations of their daily experiences contextual discourses, structural dimensions and agency are analysed. Their experiences are viewed as interconnected with the wider perspectives of political, economic and social conditions locally and globally. Analysis of these experiences against contextual discourses and structural implications attempts to identify possibilities and potential for empowerment. By raising central issues to the mothers regarding segregation, marginalisation and vulnerability, a more contextual understanding of how empowerment is constrained and facilitated is hopefully achieved. Furthermore, how women in this study respond and relate to these issues and whether empowering experiences can be traced even where overt challenges are absent. Finally, the thesis addresses the complexity of carrying out a study of this kind, where the prerogative to define and conceptualise lies with the researcher, the beholder, representing through this very role inequity in the division of power and privilege.</p>

This thesis is based on material gathered during a field study in rural Sri Lanka, a Minor Field Study, (MFS) during April-May 2007. The core of the thesis deals with conceptualisations of empowerment and how they can be interpreted contextually from the perspectives of motherhood. The interplay of gender discourses with structural dimensions are analysed to see how these work to uphold ideals whilst posing contrary demands on mothers. Part of the focus has thus been to look at how discourses are adhered, aligned and adjusted to in various ways as strategies for survival in the context of poverty and marginalisation. The way social constructions perpetuate asymmetrical power relations as natural and normative is also discussed since this is central to how gender discourses are produced, upheld and reproduced. This study initiates in the every day experiences of mothers living in absolute poverty. Through narratives and participatory observations of their daily experiences contextual discourses, structural dimensions and agency are analysed. Their experiences are viewed as interconnected with the wider perspectives of political, economic and social conditions locally and globally. Analysis of these experiences against contextual discourses and structural implications attempts to identify possibilities and potential for empowerment. By raising central issues to the mothers regarding segregation, marginalisation and vulnerability, a more contextual understanding of how empowerment is constrained and facilitated is hopefully achieved. Furthermore, how women in this study respond and relate to these issues and whether empowering experiences can be traced even where overt challenges are absent. Finally, the thesis addresses the complexity of carrying out a study of this kind, where the prerogative to define and conceptualise lies with the researcher, the beholder, representing through this very role inequity in the division of power and privilege.

Hasselapedagogy mission in society, as a collective activity, is to help young people in LVU-care. Young people who are in need of help have shown abnormal behavior and thus become analyzed and sentenced for custodial care. The analysis and the establishment of the young people go after the rules for how a healthy life should look like. This means that there is an understanding in society about how we should live in order to fit into society. There is knowledge of normal and abnormal behavior in linguistic structures. The structures are found in the discourses of our society. The purpose of the essay was that through discourse analysis to find the structures that create knowledge about the behavior of adolescents in LVU-care. The method was to analyze the literature related to Hasselapedagogy and thus be able to clarify the structures and find what is regarded as true or false. The results showed the structures on the young people in LVU-care were in the behavior. Young people in LVU-care were considered to have its own norms, values and there’s social rules were wrong. The analysis of the discourse structures showed that there was an understanding in society about what abnormal behavior was, and what the appropriate social rules were. The discourse structures showed that young people in LVU-care does not have the proper social rules or the correct behavior. / Hasselapedagogikens uppdrag i samhället, i egenskap av kollektiv verksamhet, är att hjälpa ungdomar i LVU-vård. Ungdomar som är i behov av hjälp, har visat avvikande beteende och därmed blivit analyserade och dömd till tvångsvård. Analysen och upprättandet av ungdomarna går efter de konstruerade regler som finns för hur ett hälsosamt liv bör se ut i samhället. Det innebär att det finns en kunskap i samhället om hur vi bör leva för att passa in i samhället. Kunskapen om det normala och onormala beteendet finns i språkliga strukturer. Strukturerna visar sig i diskurser i samhället. Syftet med uppsatsen var att genom diskursanalys hitta konstruktionerna som skapar kunskapen om beteendet hos ungdomar i LVU-vård och deras anhöriga. Metoden var att analysera litteratur med anknytning till Hasselapedagogiken och därmed kunna klarlägga strukturerna och hitta vad som betraktas som sant eller falskt. Resultatet visade konstruktionen om hur ungdomar i LVU-vård var i beteendet. Ungdomar i LVU-vård ansågs ha egna normer, värderingar och fel sociala regler. Analysen av diskursernas strukturer visade att det fanns en kunskap i samhället om vad som var det avvikande beteendet och vilka de rätta sociala reglerna var. Diskursernas konstruktion visade att kunskapen fanns att ungdomar i LVU-vård inte hade de rätta sociala reglerna eller det rätta beteendet.

This study compares how newspaper yearbooks and current upper secondary school history textbooks represent the Cold War between the years 1985-1991. As earlier research, this multimodal study focuses discourses and images. In addition I examine the usefulness of mediatization as illuminating tool in this context. For these aims, I have constructed a three-step model, in which concepts from mediatization theory are operationalized, and combined with Theo Van Leeuwen’s social semiotic theory. This thesis compares 356 representations from two yearbooks to 16 ones from three textbooks. At present, historical images are neither addressed nor regulated in the national curriculum, yet both educators and researchers within the field of education address them. The contribution of this paper is hence to shed light on the complexity of images, which shows how their meanings, including degree of mediatization, depend on context. Thereby I add a new aspect to multimodal literacy research.

Secular nationalism, India?s official ideology and the basis for its secular Constitution, is being challenged by the rising religious nationalist discourses. This has resulted in an ongoing struggle between the secular and religious nationalist discourses. Since women are regarded as symbols of religious tradition and purity, the religious nationalist discourses subject them to increasing rules and regulations aimed at controlling their behavior to conform to the ideal of religious purity. In this study I examine the subject positions that the Hindu and Muslim nationalist discourses in India are constructing for "their women" and its implication for women's citizenship rights. I focus my research on two topics, where religious nationalist discourses intersect with the women's question in obvious ways. These are "the Muslim personal law" and "marriages between Hindu women and Muslim men". The Muslim personal law has emerged as the most important symbol of Muslim identity over the years, and holds an important position within the Hindu and the Muslim nationalist discourses as well as the secular discourse. The debates around the Muslim personal law are centered on questions of religious freedom and equal citizenship rights for Muslim women. The issue of marriages between Hindu women and Muslim men is located in the Hindu nationalist discourse?s larger theme pertaining to the threat that the Muslim "other" poses to the Hindu community/nation. I juxtapose the religious nationalist discourses with the secular nationalist discourse to understand how the latter is contesting and negotiating with the former two to counter the restrictive subject positions that the religious nationalist discourses are constructing for Hindu and Muslim women. The study is based on the content of debates taken from three mainstream English newspapers in India. Further, interviews with people associated with projects related to women rights and/or countering religious nationalism are used to supplement the analysis. The analysis is carried out using concepts from Laclau and Mouffe's discourse theory. The analysis suggests that the subject positions being constructed by the religious nationalist discourses for Hindu and Muslim women, although different from each other, freeze them as subjects of religious communities, marginalizing or rejecting their identities as subjects of State with equal citizenship rights. The women rights and secular discourse counters this by offering a subject position with more agency and rights compared to the former two. However, it is increasingly getting trapped within the boundaries being set by the religious nationalist discourses. I argue that there is a need for women rights and secular discourse to break the boundaries being set by the religious nationalist discourses. In order to prevent the sedimentation of the meaning "women as subjects of community", the secular discourse needs to employ the vocabulary of liberal citizenship as rearticulated in feminist, pluralist terms.

Rape cultures in the United States facilitate acts of rape by influencing perpetrators’, community members’, and women who survive rapes’ beliefs about sexual assault and its consequences. While much of the previous research on rape in university settings has focused on individual attitudes and behaviors, as well as developing education and prevention campaigns, this research examined institutional influences on rape culture in the context of football teams. Using a feminist poststructuralist theoretical lens, an examination of newspaper articles, press releases, reports, and court documents from December 2001 to December 2007 was conducted to reveal prominent and counter discourses following a series of rapes and civil lawsuits at the University of Colorado. The research findings illustrated how community members’ adoption of institutional discourses discrediting the women who survived rape and denying the existence of and responsibility for rape culture could be facilitated by specific promotional strategies. Strategies of continually qualifying the women who survived rapes’ reports, administrators claiming ‘victimhood,’ and denying that actions by individual members of the athletic department could be linked to a rape culture made the University’s discourse more palatable to some community members who included residents of Boulder, Colorado and CU students, staff, faculty, and administrators. According to feminist poststructuralist theory, subjects continually construct their identities and belief systems by accepting and rejecting the discourses surrounding them. When community members incorporate rape-supportive discourses from the University into their subjectivities, rape culture has been propagated.

No description available.

The study was prompted by the lack of existing research with regard to what people locally think and believe about dreams. The study aimed to uncover, explore, and describe current, local dream related beliefs, discourses, and practices (in the Vaal-Triangle area of South-Africa), using a postmodern, social constructivist, as well as a generally sociological approach. In support of this aim, a literature review of various religious, cultural, and psychological dream related discourses was executed. Semi-structured, qualitative interviews were conducted with twenty respondents who were purposively selected from the administrative database of a Vaal-Triangle University on the basis of culture and gender. The interviews were recorded and the edited transcriptions thus derived served as basis for a thematic qualitative analysis of the respondents' dream related beliefs and practices. The findings were also examined with regard to cultural and gender related patterns, as well as in relation to existing dream discourses. Findings included that dreams were accorded differing degrees of importance by the respondents, that dreams were believed to originate both from internal factors such as an individual's mental and emotional state and neurological processes, as well as from external factors such as daily events and experiences, deceased relatives, and God. Furthermore, dreams were believed to serve several different functions such as mental processing, releasing pent-up emotions, expressing fears or desires, predicting the future, or providing warnings and solutions to problems. Dreams also often served as basis for decisions and actions, most often in order to avoid a negative outcome, or actualize a positive scenario shown by a dream. Several types of unusual dream experiences were reported, including precognitive dreams, dreams that provided contact with a deceased relative or ancestor, spiritual experiences in dreams, as well as sleep paralysis. The most significant sociological findings included that dreams often influence the nature and content of social interaction between individuals, frequently serving as a source of humour and entertainment; that the mother often serves as the "keeper" of knowledge about dreams, and that local dream discourses and practices might in part be transmitted matrilineally. / Thesis (Ph.D. (Sociology))--North-West University, Vaal Triangle Campus, 2005