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Bibliography: leaves 108-116. / Part I of this study introduces the problem and the feminist methodologies to be employed in the thesis. The argument is that biblical scholarship and interpretation was based on Western patriarchal androcentric and sexist approach which considered maleness as normative human behaviour. The feminist approach to the parabolic interpretation is introduced as a contrast to the normative male dominated Western scholarship. Feminist theology demonstrates convincingly that the androcentric and misogynist bias of patriarchal tradition is serious. Then again, American, European African women theologians realize the need has arisen to establish alternative norms and sources of tradition to challenge these biases, and women seek a reconstruction or re-envisioning of the theological themes that will free males from these biases. While sharing these concerns I want to discuss these issues from the point of view of the Circle of Concerned African Women Theologians whose founding person is Mercy Oduyoye. These women feel oppressed by their African culture, religion and White domination. The African context will be represented by the Lesotho situation whose areas of similarity in oral mentality, culture and mode of life between the Basotho people and the ancient Jewish culture are close. Part II presents a historical interpretation of the three selected parabolic paradigms. These are: The parables of The Good Samaritan (Luke 10: 25-37), The Lost Coin (Luke 15: 8-10) and The Unjust Judge (Luke 18: 1-8) . This presentation is exposed by a selection of three scholars who typify the approach and views of their generation in the interpretation of each respective parable. Part III focuses on critical analyses of the three parables. The structural, exegetical, hermeneutical and African feminist's analysis will be the burden of this section. The conclusion will be the culmination of the present study.

Bibliography: leaves 92-102. / The premise throughout this thesis is that religious education at state schools has hopelessly failed. Teachers are generally apathetic and pupils disinterested and bored by a repetitive content which, for the most part, is a duplication of what happens in Sunday school. Christian National education, the dominant ethos and philosophy underlying educational methodology, denies the plurality of the South African society and the plurality within Christianity itself. Calvinism is blithely promoted as normative Christianity while the existence of religions such as African Traditional Religion is denied. The challenge of pluralism in religion education is underlined, in this work, by a feminist analysis which derives from a personal experience. Any black woman of faith experiences a triple oppression it is held. To this end, the effects of racism, sexism and patriarchy is addressed with the view to contribute towards the transformation of the state of both education and religion in the South African context. The argument throughout is that a religion education in schools, which is going to reflect the diversity of our society, has to include in its definition of pluralism, the category of gender. An overview of the state of religion in education serves as an introduction while plurality and the role of the state is defined in chapter one. The point that gender, as a category of plurality, must be consciously included in its definition, if it aims to restore the full humanity of those who have been dispossessed, is promoted. Chapter two focuses on the position of women within religion which has hitherto been a negative one and chapter three shortly attempts to clarify the inherent definitional problem of Religion Education and argues for a recognition and position of African Traditional Religion in the school syllabus. Chapter four focuses on the very important question of language since it is language that constructs our heritage. The symbolic appeals language evokes is further considered and critiqued. The point that masculine language and imagery has to be revised in any pursuit of a just and acceptable religion education is further argued and the implications thereof, set out. Religious texts are appropriated from a feminist perspective in chapter five and traditional theology challenged. Examples as to how to read into the text and to read behind the text, in order to rediscover women's lost history, are given. Texts which are common to the Abrahamic religions are chosen for its accessibility and immediate relevance.

The aim of this study is to highlight problems regarding the status of children in determining the granting of residence permits. Central to the study are the rules contained in the Swedish Aliens Act (2005:716) about hearing children in the course of proceedings and the child’s best interests. The rules are based on Articles 3 and 12 respectively, in the United Nations Convention on the Rights of the Child (CRC). They were introduced into the Swedish legislation in 1997, after an intense debate questioning whether Sweden was meeting its obligations under the Convention. The application in aliens matters has, however, continued to be criticized after the revision of 1997, especially in matters concerning children. In 2006 a new Aliens Act came into force, involving a shift in the handling of such matters from administrative authorities and the Government to a system where appeals are tried in administrative courts. The legislation also involves comprehensive changes concerning the material legislation. The question has been raised, however, as to whether these changes have had any vital impact concerning the general construction of the material regulation. The apparent gap between the legislator’s intentions and the application of the law raises questions about the limitations of law and how the spirit and intentions of the CRC have been implemented in the Aliens Act, and, in view of this, the limits of law. The study involves an analysis of the fundamental premises that the legislation and application rest on, the general provisions of the proceedings and the technical formulation and also the material content of these rules. There is also an analysis of the impact and function of the legislation in practical applications. The conclusion is that the legislation allows extensive scope for assessing the circumstances in each case. This is the case, particularly in matters concerning children. Nevertheless, in practical applications, children often become irrelevant; children are simply not the real focus of the laws that affect them. Key words: Children’s rights, residence permit, asylum, immigration, equality, feminist perspectives. Eva Nilsson, Juridiska institutionen, Umeå universitet, 901 87 Umeå.

This qualitative study explores six child care teachers’ perceptions of their work as gendered work. The purpose of the study is to understand how the experiences of women child care teachers are connected to the larger issue of gendered teaching embedded in culturally pervasive beliefs about child care teaching. This study answers the following questions: 1) What do child care teachers perceive about their work? 2) How do they conceptualize child care teaching as women’s work? 3) How do they describe the practice of their perceived work as women’s work? Data were collected through in-depth interviews and, following Corbin and Strauss’s (2008) grounded theory methodology, analyzed to find emergent themes. Six themes emerged from the analysis of interview data: 1) child care teaching is not gendered work, 2) child care work is an identification of self, 3) child care teaching is a way of relating to one another, 4) vulnerabilities of child care work, 5) child care is hard work, and 6) contradictions and paradoxes. These themes answer the three research questions. First, these teachers perceive their work to be gender-neutral work, self-identification, mutuality, vulnerabilities, and labor profession. Second, the teachers conceptualize child care work both as gender-neutral and gendered, as creating women’s culture, and as women’s culture being stigmatized. Third, the teachers show paradoxical and inconsistent attitudes about the practice of their perceived child care work as gendered work. The categories about the participants’ conceptions of their work are interrelated and interwoven. They reflect a complexity in the participants’ understandings. The inconsistencies of the teachers’ perceptions reflect the complexity of child care teachers’ reality and their negotiations between dominant beliefs about what child care work means and the elements of their individual and collective experiences that they bring to their profession (Biklen, 1995; Dillabough, 1999, 2005; Murray, 2006; Ryan & Grieshaber, 2005). The findings of this study provide implications for teacher educators. The implications involve the need to utilize contemporary theories and feminist perspectives to better understand the nature of child care teachers’ work and to help teachers develop a critical and more realistic understanding of the nature of their work. / text

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The firstly explicitly adopted Feminist Foreign Policy was developed in Sweden in 2014. Since then, seven countries have so far adopted a so-called Feminist Foreign Policy. Nevertheless, no common definition of Feminist Foreign Policy has been agreed upon, nor by the States neither by the scholars. Different States have therefore adopted Feminist Foreign policies with different understanding. Recently adopted Feminist Foreign policies in Europe, France (2018), Spain (2021) and Germany (2023) have been hardly analysed against feminist perspectives and Feminist International Relations theory. To contribute to fill in in this gap the research aims at responding to the following research question: What understanding of feminism and feminist International Relations theories underpin the different Feminist Foreign Policies? The findings demonstrate that FFPs are not a unified phenomenon, they are not grounded on a common understanding of feminism and feminist theories. These three Feminist Foreign policies differ in their gender transformative ambitions, understanding of gender equality, embracement of intersectionality or appetite for inclusion and listening to marginalized groups. Diverse perspectives of feminism and elements pertaining to Feminist International Relations theory have strongly influenced the Feminist Foreign policies of France, Spain and Germany in dissimilar ways.

Studiens syfte är att undersöka hur genus- och maktrelationer avbildas samt reproduceras genom bilder från The Big Fours års- och hållbarhetsrapporter. Tidigare forskning har klarlagt behovet att på ett adekvat sätt särskilja mellan kön och genus inom kritisk redovisningsforskning. Således grundas studien i en rad feministiska teorier och kritisk organisationsteori, såväl som tidigare forskning där genus står i fokus. Dessa teorier tillämpas vid en kvantitativ innehållsanalys och efterföljande slutledning. Detta för att identifiera dolda processer inom organisationerna som inverkar på hur hierarkier utformas inom dessa.  Resultaten påvisar att det existerar ett könande inom organisationerna som är till mannens fördel. Dock är generaliserbarheten av studiens empiri begränsad utifrån resultatet av den logistiska regressionen. Symboler för ett starkt ledarskap förknippas med maskulinitet och mannen avbildas oftare som stående inom urvalet, vilket studien härleder till uttryck för rådande och önskade hierarkier. Därtill påvisar empirin att aktivitet till högre grad avbildas som ett manligt attribut vilket studien förklarar som ett uttryck för ett rådande informationsövertag. Det återfinns dock frekvenser som gör gällande att kvinnan ges utrymme att komma till tals och således att dennes perspektiv tas tillvara på. Detta då kvinnan till en högre grad avbildas som seriös i sällskap av män än ensam. Genusrelationer identifieras men processerna är genomgående subtila. Sociala koder och normativa påtryckningar kan dock påpekas. / The purpose of this study is to examine how gender and power dynamics are depicted and reproduced through images from The Big Four’s Swedish branches, in their annual and sustainability reports. Previous research clarifies the need for a separation between sex and gender within critical accounting research in order to expand the current empirical reach. Hence this study utilizes several feminist perspectives as well as critical organizational theory combined with previous research where gender has been at the center. The study’s content analysis and deduction, along with its conclusion, is built upon these theories to identify hidden processes that constitute real-life gender based hierarchies within said organizations.  Furthermore the results of this study points to a continued gendering within these organizations that favour the male sex. However the generalizability of the empirical findings are limited due to the outcome of the logistic regression. Symbols of strong leadership are continuously associated with a sense of masculinity and the male is more often depicted as standing up, symbolizing being higher up in the organizational hierarchy. Empirical evidence is laid forth stating that a higher frequency of being active is tied to being male and furthermore a masculine attribute. Although, measured frequencies show that the woman is granted the opportunity of having her perspective listened to and through that her epistemic privilege utilized as she’s, to a relatively high degree, represented as serious when accompanied by men. Gender relations are identified as parts of subtle processes that are sometimes even to be labelled as ambiguous.