During the Second World War, more than 22,000 Japanese Canadians were interned to various locations throughout Canada. While more than 60 years have passed since these events, there remains limited research on the impact that this event had on this group of people. Using McCubbin and Patterson’s (1983) Double ABCX model of family stress and adaptation as a framework, this study used historical narratives of 69 Japanese Canadians to gain insight into a) how Japanese Canadians coped with the challenges associated with their internment, and b) what resources they used during this same time period. The analysis of the coping strategies was done using a modified version of existing measures of coping strategies (Folkman, Lazarus, Dunkel-Schetter, DeLongis, & Gruen, 1986; Suedfeld, Krell, Wiebe, & Steel, 1997), and the analysis of resources was done using an adjusted version of Rettig’s (1995) and Tucker and Rice’s (1985) resource classification list. There were no statistically significant differences between Japanese Canadian men and women in their coping strategy use, but that there were differences between the Issei (first generation) and Nisei (second generation). The Issei used Self Control, Positive Reappraisal, and Denail more than the Nisei, while the Nisei used Seeking Social Support more than the Issei. A strong relationship between coping and resources was found; a relationship that has often been assumed, but never tested. The findings from this study also provided additional support for the usefulness of using both narratives and the Double ABCX model in research.

During the Second World War, more than 22,000 Japanese Canadians were interned to various locations throughout Canada. While more than 60 years have passed since these events, there remains limited research on the impact that this event had on this group of people. Using McCubbin and Patterson’s (1983) Double ABCX model of family stress and adaptation as a framework, this study used historical narratives of 69 Japanese Canadians to gain insight into a) how Japanese Canadians coped with the challenges associated with their internment, and b) what resources they used during this same time period. The analysis of the coping strategies was done using a modified version of existing measures of coping strategies (Folkman, Lazarus, Dunkel-Schetter, DeLongis, & Gruen, 1986; Suedfeld, Krell, Wiebe, & Steel, 1997), and the analysis of resources was done using an adjusted version of Rettig’s (1995) and Tucker and Rice’s (1985) resource classification list. There were no statistically significant differences between Japanese Canadian men and women in their coping strategy use, but that there were differences between the Issei (first generation) and Nisei (second generation). The Issei used Self Control, Positive Reappraisal, and Denail more than the Nisei, while the Nisei used Seeking Social Support more than the Issei. A strong relationship between coping and resources was found; a relationship that has often been assumed, but never tested. The findings from this study also provided additional support for the usefulness of using both narratives and the Double ABCX model in research.

During the Second World War, more than 22,000 Japanese Canadians were interned to various locations throughout Canada. While more than 60 years have passed since these events, there remains limited research on the impact that this event had on this group of people. Using McCubbin and Patterson’s (1983) Double ABCX model of family stress and adaptation as a framework, this study used historical narratives of 69 Japanese Canadians to gain insight into a) how Japanese Canadians coped with the challenges associated with their internment, and b) what resources they used during this same time period. The analysis of the coping strategies was done using a modified version of existing measures of coping strategies (Folkman, Lazarus, Dunkel-Schetter, DeLongis, & Gruen, 1986; Suedfeld, Krell, Wiebe, & Steel, 1997), and the analysis of resources was done using an adjusted version of Rettig’s (1995) and Tucker and Rice’s (1985) resource classification list. There were no statistically significant differences between Japanese Canadian men and women in their coping strategy use, but that there were differences between the Issei (first generation) and Nisei (second generation). The Issei used Self Control, Positive Reappraisal, and Denail more than the Nisei, while the Nisei used Seeking Social Support more than the Issei. A strong relationship between coping and resources was found; a relationship that has often been assumed, but never tested. The findings from this study also provided additional support for the usefulness of using both narratives and the Double ABCX model in research. / Arts, Faculty of / Social Work, School of / Graduate

The way in which humanity’s past is categorized has a considerable impact on people’s perceptions of history. Hence, it is crucial for history professors to reflect on and be aware of how various periodizations may affect their teaching. This paper comprises an overview of research concerning periodization and its potential influence on history teaching. Our aspiration is that professional educators will greatly benefit from the information presented. The majority of the research has been found by utilizing the databases ERC, ERIC and SwePub. Remaining material have either been introduced to us during previous courses at Malmö University or been encountered as cited sources in previously chosen research articles. All relevant information has been utilized in the construction of this overview, and there has been no valuation regarding researchers’ potential standpoints on the matter. Our investigation has made visible that periodizations, regardless of their design, tend to be exclusionary and misleading. The eurocentric periodization in particular has been repeatedly criticized by historians due to its evident glorification of the Occident. The eurocentrism frequently tied to periodization often impinges on history teaching materials; something which is bound to affect pupils’ perceptions of the past. In an increasingly globalized world,diverse ideas of history have come to collide in heterogeneous classrooms. Therefore, it is imperative for teachers to discuss various understandings of bygone days with their students. In spite of its apparent flaws, research indicates that periodization is a necessity after all. The division of the past into manageable chunks constitutes a vital foundation most requisite for pupils’ learning. Surprisingly, a deficient amount of research has been conducted regarding periodization and its relation to history teaching. Needless to say, the subject deserves further recognition, as periodization is a historiographical tool used almost everywhere.

Although an element of our quotidian existence the manner in which national identity is produced is one of the most contested problems in the contemporary social sciences. One method of examining the production of national identity is to study the mechanism through which such identities are constructed in discourse. This study considers the use of historical narratives in the construction of differing formulations of national identity in the Russian Republic of Karelia. Using the tools of critical discourse analysis this study surveys the production of varying historical narratives in the Republic of Karelia and the fashion in which such narratives contribute to producing or deconstructing competing conceptions of national identity. This thesis uses an analysis of both mass media discourse and interview data to provide a thorough illustration of the production of narratives of Karelian history on public and private levels and their use in engendering or refuting opposing notions of Karelian identity. It shall examine how various historical events and tendencies are incorporated into contrasting narratives of the historical development of the Karelian people and their Russian, Finnish and Vepsian counterparts and how such narratives are used to justify or invalidate current political and social realities. The relationship between such narratives of history and other aspects of identity production is investigated alongside the difficulties of ethnic Karelians in producing and promoting such narratives to sustain an image of Karelian national identity. It shall also demonstrate the manner in which Karelian identity can be positioned through the use of such historical narratives as closer to or more distant from Russian or Finnish national identity. The narration of a history of Karelia as an area and the manner in which this can be deployed to incorporate or distance the region from conceptions of Russian or Finno-Ugric identity is also made evident.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2018-05-14T20:02:22Z No. of bitstreams: 2 Dissertação - Ana Terra Sudário Gonzaga - 2018.pdf: 1899070 bytes, checksum: 7d0997d9d8a9ea5973e806123803315c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-05-15T10:50:42Z (GMT) No. of bitstreams: 2 Dissertação - Ana Terra Sudário Gonzaga - 2018.pdf: 1899070 bytes, checksum: 7d0997d9d8a9ea5973e806123803315c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-15T10:50:42Z (GMT). No. of bitstreams: 2 Dissertação - Ana Terra Sudário Gonzaga - 2018.pdf: 1899070 bytes, checksum: 7d0997d9d8a9ea5973e806123803315c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In the present work, we carry out a literature review of feminist manifestations in the history of Psychology and, especially, of Social Psychology. We aim with this study to highlight the gender representations in Psychology that appear in different historical periods and to understand how these manifestations are related historically to the consolidation of Psychology. For this, we use history as an instrument and resource for analysis, as well as theoretical-methodological references of feminist studies and studies from Critical Social Psychology. The paper was structured as follows: In the first chapter, we present some historical narratives of the oppression of women in the West, followed by the discussion of the constitution of the feminist movements; in the second chapter, we present a historical panorama of modern science and especially of Psychology, trying to understand how such productions thought about gender issues. Subsequently, we investigated the representations of gender in Psychology to contemporary perspectives; in the third chapter, we discussed the history of Social Psychology, reflecting on possibilities and impasses in articulations with feminist and gender issues. / No presente trabalho, realizamos uma revisão de literatura das manifestações feministas na história da Psicologia e, especialmente, da Psicologia Social. Almejamos com esse estudo destacar quais foram as representações de gênero na Psicologia que comparecem em diferentes períodos históricos e compreender como essas manifestações se relacionam historicamente com a consolidação da Psicologia. Para tanto, utilizamos a história como instrumento e recurso de análise, assim como referenciais teórico-metodológicos dos estudos feministas e dos estudos provenientes da Psicologia Social Crítica. O trabalho foi estruturado da seguinte forma: No primeiro capítulo, apresentamos algumas narrativas históricas das opressões das mulheres no ocidente, seguido pela discussão da constituição dos movimentos feministas; no segundo capítulo, apresentamos um panorama histórico da ciência moderna e principalmente da Psicologia, buscando compreender como tais produções pensavam as questões de gênero. Posteriormente, investigamos acerca das representações de gênero na Psicologia até as perspectivas contemporâneas; no terceiro capítulo, realizamos uma discussão sobre a história da Psicologia Social, refletindo acerca das possibilidades e impasses nas articulações com as temáticas feministas e de gênero.

En este estudio, tuvimos el objetivo de elaborar narrativas históricas y preguntas guías enmarcadas en la Revolución Copernicana, como un aporte para el fortalecimiento de la Alfabetización Científica (A.C). Sabemos que en un mundo incierto, acelerado, y sujeto a continuas transformaciones, se ha tornado una necesidad imperante, entre otros, promover la generación de recursos y/o espacios que permitan valorar al sujeto en formación en su integralidad. Sobre este escenario, y con base en los aportes teóricos y empíricos de alguno(as) investigadores(as) que han legitimado la A.C, la Naturaleza de la Ciencia (NdC) y la Enseñanza por Investigación como áreas de reflexión, producción y transferencia de conocimiento científico, pudimos elaborar y/o adaptar directrices metodológicas que nortearon nuestras diferentes etapas consolidadas. De esta manera, iniciamos una reconstrucción histórica-epistemológica general sobre algunos hechos enmarcados en la Revolución Copernicana, lo cual, nos permitió reflexionar y seleccionar algunos aspectos acorde a nuestra idea de NdC y convicción de educación que, al final, se materializaron en narrativas históricas y preguntas directrices desde diversos planos de desarrollo del pensamiento científico. Así, como resultado de este proceso, elaboramos 6 narrativas históricas y 126 preguntas directrices (55 en el plano instrumental-operativo, 36 en el plano personal-significativo y 35 en el plano relacional social-cultural). Finalmente, creemos que esta propuesta teórica de carácter pedagógica-didáctica y epistemológica, además de ser un recurso flexible a adaptación para complementar actividades en el aula de ciencias y/o física, se constituye como un material de reflexión o directriz para la producción de otros materiales análogos con base en la investigación didáctica / In this study, we had the goal of developing historical narratives and guidelines questions framed in the Copernican Revolution, as a contribution to the strengthening of Scientific Literacy (SL). We know that in an uncertain and fast world, it subject to continuous transformations has become a pressing need, among others, promoting the generation of resources and / or spaces allowing training in the subject in its entirety. On this stage, and based on the theoretical and empirical contributions of some researchers who have legitimized the SL, the Nature of Science (NOS) and the Teaching by Inquiry as areas for reflection, production and transfer of scientific knowledge, we were able to develop and / or adapt methodological guidelines that guided our consolidated different stages. Thereby, we began a historical-epistemological reconstruction on some facts generally framed in the Copernican Revolution, which allowed us to reflect and to select some aspects according to our idea of about NOS and conviction of education materialized in historical narratives, questions and guidelines from many levels of development of scientific thought. Therefore, as a result of this process, we developed 6 historical narratives and 126 guidelines questions (55 in the instrumental-operational level, 36 in the personal-significant level and 35 in the relational-social/cultural level). Finally, we believe that this theoretical proposal of pedagogical-didactic and epistemology character besides being a flexible adaptation resource to complement activities in the science and physics classrooms is constituted as a reflection or guidance material for the production of similar material based on educational research.

En este estudio, tuvimos el objetivo de elaborar narrativas históricas y preguntas guías enmarcadas en la Revolución Copernicana, como un aporte para el fortalecimiento de la Alfabetización Científica (A.C). Sabemos que en un mundo incierto, acelerado, y sujeto a continuas transformaciones, se ha tornado una necesidad imperante, entre otros, promover la generación de recursos y/o espacios que permitan valorar al sujeto en formación en su integralidad. Sobre este escenario, y con base en los aportes teóricos y empíricos de alguno(as) investigadores(as) que han legitimado la A.C, la Naturaleza de la Ciencia (NdC) y la Enseñanza por Investigación como áreas de reflexión, producción y transferencia de conocimiento científico, pudimos elaborar y/o adaptar directrices metodológicas que nortearon nuestras diferentes etapas consolidadas. De esta manera, iniciamos una reconstrucción histórica-epistemológica general sobre algunos hechos enmarcados en la Revolución Copernicana, lo cual, nos permitió reflexionar y seleccionar algunos aspectos acorde a nuestra idea de NdC y convicción de educación que, al final, se materializaron en narrativas históricas y preguntas directrices desde diversos planos de desarrollo del pensamiento científico. Así, como resultado de este proceso, elaboramos 6 narrativas históricas y 126 preguntas directrices (55 en el plano instrumental-operativo, 36 en el plano personal-significativo y 35 en el plano relacional social-cultural). Finalmente, creemos que esta propuesta teórica de carácter pedagógica-didáctica y epistemológica, además de ser un recurso flexible a adaptación para complementar actividades en el aula de ciencias y/o física, se constituye como un material de reflexión o directriz para la producción de otros materiales análogos con base en la investigación didáctica / In this study, we had the goal of developing historical narratives and guidelines questions framed in the Copernican Revolution, as a contribution to the strengthening of Scientific Literacy (SL). We know that in an uncertain and fast world, it subject to continuous transformations has become a pressing need, among others, promoting the generation of resources and / or spaces allowing training in the subject in its entirety. On this stage, and based on the theoretical and empirical contributions of some researchers who have legitimized the SL, the Nature of Science (NOS) and the Teaching by Inquiry as areas for reflection, production and transfer of scientific knowledge, we were able to develop and / or adapt methodological guidelines that guided our consolidated different stages. Thereby, we began a historical-epistemological reconstruction on some facts generally framed in the Copernican Revolution, which allowed us to reflect and to select some aspects according to our idea of about NOS and conviction of education materialized in historical narratives, questions and guidelines from many levels of development of scientific thought. Therefore, as a result of this process, we developed 6 historical narratives and 126 guidelines questions (55 in the instrumental-operational level, 36 in the personal-significant level and 35 in the relational-social/cultural level). Finally, we believe that this theoretical proposal of pedagogical-didactic and epistemology character besides being a flexible adaptation resource to complement activities in the science and physics classrooms is constituted as a reflection or guidance material for the production of similar material based on educational research.

During the summer of 2013, fierce protests broke out against a test-mining operation in Gállok (Kallak) outside Jokkmokk, Sweden. Environmental activists joined with local indigenous Sámi in the protest. The incident made national and international headlines, resonating with other instances of conflict between mining companies and indigenous peoples around the world. This thesis aims to explore political discourses and historical narratives behind those, and other, protests and tensions in relation to mining between, on the one hand, the Swedish state which express – through various institutions – to be a proud 'mining nation' with a firm environmental legislation, and, on the other, indigenous Sámi in the Swedish north. Using discourse analysis in combination with a novel application of concepts from narrative theory (the concept of masterplots), the narratives and ideologies of the national institutions responsible for decision-making in mining affairs in Sweden – the government, the parliament, and the Mining Inspectorate – are investigated by analyzing various written and verbal sources. The investigation show a coherent trend within the institutions in making the Sámi people, their rights to land and water, and Sweden's colonial history towards them and their land, Sápmi, invisible, misunderstood, and/or belittled. Mining is understood as an evidently vital and typically Swedish industry, fundamental for the rise of Sweden as a modern welfare state, and an industry which 'makes the world better' by providing the necessary raw materials for the (assumed) inevitable progress and benefit of (western) technology and (western) civilization. The exclusion of certain histories allow for a hegemony in which a certain future is naturalized, made out to be unavoidable. Furthermore, the plot structures employed to create and sustain the hegemony draw on several colonial masterplots. The conclusion of this thesis is that the hegemonic discourse sustains a colonial attitude towards Sápmi and the Sámi people, without it ever being expressed nor understood as such.

This thesis explores the role of Chinese historical digital games in reconstructing historical narratives and engaging players. By using narrative interviews and game analysis, the study examines how players interact with these games and how game communities react to them. The emotional attachment of players to historical elements in these games is identified, which can lead to harmful disputes, but also foster tolerance, empathy, and inspiration. The study reveals the potential of historical digital games to encourage civic responsibility and reflection on social issues, but also highlights the challenges posed by restricted artistic expression and game content censorship in China. The research concludes that historical digital games can serve as a unique form of historical narrative that not only ensures the survival of history in popular culture but also fosters a more ideal and attractive future. The study calls for further research on specific games to fully understand the potential of Chinese historical digital games in promoting critical thinking and civic responsibility.