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<p>This dissertation examines the role in the migration process between Sweden and Finland of the Swedish-speaking minority group, the Finland Swedes. The causes underlying migration, as well as the integration of the group in Sweden, constitute the main focuses of the study.</p><p>It is concluded that Finland Swedes are over-represented in the total migration process from Finland to Sweden. As such, the process is culturally embedded in the group’s ethnic identity, which causes migration both through the practical minority situation in Finland, and through ethnic affinity with Sweden. Further causes include the substantial, circular networks of cultural, social and economic contacts between Sweden and Finland. </p><p>In the integration process, the transformation of the group’s ethnic identity is the central area of analysis. Initially, the ethnic affinity with Sweden is transformed into strengthened loyalties to Finland. As early as the first generation of migrants, however, the Finland Swedes enter into a process of assimilation in Sweden.</p><p>The migration process reveals the complex identity construction of the Finland Swedes. The ethnic identity is constituted of relations both towards the Finnish-speaking majority group, and towards Sweden as an extended Swedish-speaking area. The ethnic identity is mediated through national and personal identities, which are linked to both Sweden and Finland.</p><p>The findings have been produced within the methodological framework of critical realism, using a multiple-method research design. An individually based, statistical data set focused on the extension of the Finland-Swedish migration pattern, whereas an in-depth interview study was used to analyse the deeper causes of migration and integration.</p>

This dissertation examines the role in the migration process between Sweden and Finland of the Swedish-speaking minority group, the Finland Swedes. The causes underlying migration, as well as the integration of the group in Sweden, constitute the main focuses of the study. It is concluded that Finland Swedes are over-represented in the total migration process from Finland to Sweden. As such, the process is culturally embedded in the group’s ethnic identity, which causes migration both through the practical minority situation in Finland, and through ethnic affinity with Sweden. Further causes include the substantial, circular networks of cultural, social and economic contacts between Sweden and Finland. In the integration process, the transformation of the group’s ethnic identity is the central area of analysis. Initially, the ethnic affinity with Sweden is transformed into strengthened loyalties to Finland. As early as the first generation of migrants, however, the Finland Swedes enter into a process of assimilation in Sweden. The migration process reveals the complex identity construction of the Finland Swedes. The ethnic identity is constituted of relations both towards the Finnish-speaking majority group, and towards Sweden as an extended Swedish-speaking area. The ethnic identity is mediated through national and personal identities, which are linked to both Sweden and Finland. The findings have been produced within the methodological framework of critical realism, using a multiple-method research design. An individually based, statistical data set focused on the extension of the Finland-Swedish migration pattern, whereas an in-depth interview study was used to analyse the deeper causes of migration and integration.

Young people’s recreational activities are based on, contain or are framed by music, where by choosing music and applying knowledge about styles they construct their identities and lifestyle projects. This study explores the relationship between music activities at school and in leisure time, how young people use and perceive music in these two environments and in what way they interact. Theories and research on late and post modernity, social construction, media, youth culture and music education are utilized in this study. Concepts such as authenticity, individualization, reflexives, aestheticization and makeability are concerns in the processing of the empirical data. The study is based on a survey, observations and interviews where three musical environments in two different upper secondary schools were investigated. 83 third-year pupils completed the survey, out of whom I interviewed 29 pupils. Music is pictured as an activity and a positioning of the individual in a social context, or as a construction of identity, as I prefer to put it. Emotions are essential in music, and according to the pupils emotions are created by the musician, mediated in music and interpreted by the listener. It is important to be authentic and to have a unique identity, which is possible to achieve in music. In the study pupils equal music to emotions and emotions to the self, which I define as Music = feelings = I. Music symbolizes cultural affiliation, lifestyle choices and ethical standpoints described in stereotypes which young people gather from various attributes and combine personally depending on the time and cause. It seems important to be open-minded and creative, which can be promoted by music activities according to the pupils. Music as a characteriser of identity seems to be at stake both in leisure time and at school. Based on the notion that young people’s behaviours are seismic readings of tendencies in society, this study implies that upper secondary school music activities are cultural investments in identity and in the students’ life projects.

This thesis deals with the construction of identity going on in Swedish students' societies, which is analyzed as an intersection of gender and social class. Theoretically, I draw on discourse analysis. Foucault's genealogical method is applied in order to understand how discourses of the past are active today in students' identity construction. The study is based on interviews with members of the board of three different societies. In all, 28 interviews were made. Furthermore texts and pictures from each society's homepage were examined. Overall, the study shows that two main discourses are activated in students' identity construction. The members of the male-dominated society belonging to the Faculty of Natural Sciences and Technology represent a specific form of masculine identity in accordance with medieval ideas of student life. Being a student means to be without responsibility, to drink and have fun, and women are constructed as 'the others'. The members see them-selves as rather ordinary men in the future. Women and men are active in equal numbers in the society of students belonging to the Faculty of Social Sciences. They activate the meritocratic discourse dating back to the 18th and 19th centuries as they construct themselves as future men in power with the right to speak. Women can however also represent this identity. In the society of students belonging to the Faculty of Medicine, women constitute the vast majority. They also activate the meritocratic discourse. However, they attach new meanings in accordance with the female symbolic gender to what should be regarded as merits: responsibility, respectability, care, and nicety. Thus, they represent a feminine identity, but the few male members do not adhere to these female symbolic norms. The society is an arena for the members' resistance against hegemonic discourses of gender and class that would confine them to subordinate positions in their future working-life. Each society provides valuable symbolic capital that might be important. Key words: class, discourse, gender, genealogy, ideal identity, identity construction, ideological dilemma, intersectionality, mass university, students' society, symbolic capital, the other.

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Teachers play a pivotal role in the production of discourse on race relations in education, yet few studies have researched the impact of white teacher identity construction as a variable in the creation and maintenance of racial ideologies, particularly here in Canada. The majority of the current research done on racism in schools has produced data that points to the widespread denial of racism by the majority of white teachers and students, while parents, teachers and students of color acknowledge the pervasive role racism plays in their educational and social lives. While the focus on institutional and systemic racism is important, it sometimes denies the role individuals play in the reproduction of racism and in our ability to make change. For these reasons, it is critical to consider the identity constructions of white teachers, as these constructions will influence how we interpret and respond to existing racial inequalities in education. <p>This research will draw from poststructural theories of discourse analysis in order to analyze how white teacher identity constructions of innocence are reproduced in an education system where racial inequalities are pervasive and systemic. Discourse analysis and deconstruction are important in understanding the way our subjectivity as white teachers continues to be produced and maintained.<p>This study takes place in the Prairie region, where Aboriginal people have been produced as the racial Other historically. Using an open-ended questionnaire, in-service, and focus group method, this research study invites educators to narrate their own perceptions of racism in schools. The collection and analysis of this data begins to address the theoretical gap in academic knowledge on teacher perceptions of racism in education.

Teachers play a pivotal role in the production of discourse on race relations in education, yet few studies have researched the impact of white teacher identity construction as a variable in the creation and maintenance of racial ideologies, particularly here in Canada. The majority of the current research done on racism in schools has produced data that points to the widespread denial of racism by the majority of white teachers and students, while parents, teachers and students of color acknowledge the pervasive role racism plays in their educational and social lives. While the focus on institutional and systemic racism is important, it sometimes denies the role individuals play in the reproduction of racism and in our ability to make change. For these reasons, it is critical to consider the identity constructions of white teachers, as these constructions will influence how we interpret and respond to existing racial inequalities in education. <p>This research will draw from poststructural theories of discourse analysis in order to analyze how white teacher identity constructions of innocence are reproduced in an education system where racial inequalities are pervasive and systemic. Discourse analysis and deconstruction are important in understanding the way our subjectivity as white teachers continues to be produced and maintained.<p>This study takes place in the Prairie region, where Aboriginal people have been produced as the racial Other historically. Using an open-ended questionnaire, in-service, and focus group method, this research study invites educators to narrate their own perceptions of racism in schools. The collection and analysis of this data begins to address the theoretical gap in academic knowledge on teacher perceptions of racism in education.

This thesis analyzes the construction of children of Iranian asylum-seekers&rsquo / national and religious identity who are dwelling in Kayseri provisionally. Identity construction of the children was based on a &lsquo / flexible&rsquo / and &lsquo / malleable&rsquo / ground in the research. The research was conducted through semi-structured, in-depth interviews with a selected group of participants. The participants belong to two different religious cohorts, Shi&rsquo / is and Baha&rsquo / is. Within the scope of the research question, national and religious of the children were investigated profoundly by taking into consideration of related identity theories. In addition, childhood experiences of the children were examined in order to find out if there is any interplay between childhood experiences and national and religious identities. It was determined that ambit of a contested process of identities, national identity enunciated its vigour by far for all the participants. It was also ascertained that while for the Shi&rsquo / i children, religious identity has reduced its strength / religious identity is still potent for the Baha&rsquo / i children in the host society. Moreover, the children&rsquo / s interrupted childhood results from their religious professions and their family&rsquo / s political views reconstructed in Kayseri. The participants&rsquo / interrupted childhood in Iran achieved a relative maintenance in Kayseri without any fragmentation due to relative free environment comparing to Iran.

Bakalauro baigiamajame darbe nagrinėjamas otaku kultūros tapatumo formavimas Šiaulių Japonijos kultūros entuziastų klube „Yorokonde“. Darbą sudaro dvi dalys: teorinė ir praktinė. Teorinėje dalyje analizuojamos įvairių autorių tapatumo teorijos, kalbančios apie savikonstrukciją ar socialiai sukonstruojamą asmenį. Taip pat nagrinėjami skirtingi požiūriai į popkultūrą. Empirinėje dalyje rekonstruojama Japonijos kultūros plitimo chronologija, aiškinamasi otaku sąvokos problematika ir reikšmė. Analizuojamas otaku tapatumas ir jo formavimas per otaku veiklą. Išskiriama anime ir mangos svarba susidomėjimui Japonijos kultūra, iš to kylančios naujos kategorijos. Aiškinamasi kas yra cosplay bei kaip tai siejasi su pankiškosiomis „Do-it-yourself“ idėjomis. Nagrinėjamas homoseksualių mangų žanras yaoi, bei japonų kalbos įterpimas otaku kalboje. / The Bachelor‘s thesis analyses otaku cultural identity formation in Šiauliai Japanese culture enthusiasts club „Yorokonde“. The work consists of two parts, theoretical and practical. The theoretical part analyses the various authors talking about identity theories of self construction or socially constructed person. It also examines different approaches to the pop culture. In the empirical part Japanese culture spreading chronology is reconstructed. The concept of otaku term issues and implications is examined. Otaku identity and its formation through the activities of the otaku is analysed. Anime and manga importance to the interest of Japanese culture is extracted in the work.Examined relation between punk „Do-it-yourself“ ideas and cosplay, and also what cosplay is. Examined homosexual manga genre yaoi, and Japanese language usage in otaku speech.