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Following a series of terrorist attacks, online communities for men built around misogyny and resistance to feminist values – commonly known as the manosphere – have recently become subject of scholarly attention. In research, the manosphere is usually explored as a phenomenon in the Western world, often described as a backlash movement in countries where gender equality is most progressive. This thesis seeks to widen the geographical borders of manosphere research by exploring discursive articulations of tropes related to the international manosphere on an open-access Bulgarian online Q&A platform. By choosing this platform as a case study, this project aims to fill a knowledge gap by exploring whether discourses fundamental to international, largely English-language communities of the manosphere are found relevant on a mainstream online space in an Eastern European, Balkan country like Bulgaria, and what (if any) additional locally specific tropes emerge in this context. Drawing on a discourse-historical approach to critical discourse analysis informed by social identity theory, the study seeks to unpack how these tropes serve the practice of online social identity construction, with a focus on whether the social identities that emerge could be classified as potentially extremist. The research problem is approached both by analyzing discursive elements in a purposeful sample of user comments, and by keeping a focus on the affordances of the online platform as a space where these discourses are co-produced and disseminated.

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This paper investigates the impact of place-based identity on trust in international organizations and examines the role of civic engagement in reinforcing or mitigating these attitudes. In an era marked by global challenges and increasing polarization, trust in international organizations has become crucial for effective cooperation. Previous research has identified place-based identity as a fundamental social identity that influences out-group attitudes and plays a role in shaping civic engagement outcomes. Drawing on social identity theory and social capital theory, this study employs quantitative methods, utilizing ANES survey data conducted in the United States to explore the relationship between place-based identity and trust in international organizations. Focusing on the distinction between rural- and urban-identifying American citizens, the results reveal that rural-identifying individuals exhibit lower levels of trust in international organizations compared to their urban counterparts. These differences are characterized by marginal yet statistically significant effects. Furthermore, although the conditioning effect of civic engagement is not statistically significant, it provides intriguing insights that suggest it may reinforce the impact of place-based identity, potentially leading to negative effects on trust in civil society. These findings contribute to a broadened understanding of the interplay between identity and political attitudes, shedding light on the factors that influence them.

This research explores the impact of proscription on non-state groups' behaviour, specifically regarding their use of violence. Recognizing that counterterrorism measures influence the behaviour of targeted groups, this thesis builds on existing literature that identifies proscription as a critical tool used by governments. Utilizing Social Identity Theory (SIT) and the naming and shaming principle to explain group behaviour, the analysis focuses on the shaming mechanism associated with terrorist designation. The developed theory posits that groups perceive their terrorist designation as an existential threat, prompting increased violence as a defensive strategy. A within-case comparison of Boko Haram before and after proscription reveals inconsistent shaming effects but shows changes in the group's narrative and identity. These findings challenge the proposed theory, suggesting that terrorist labels may bolster group identity. The study underscores the complex dynamics of labelling and its potential to increase violence and civilian casualties.

This qualitative study examines the relationship between professional group belonging and what individuals deem valuable within the creative partnership projects they carry out together in schools. There were three consecutive stages to the research. The first stage was the phenomenographic analyses of interview transcripts from twenty three teachers and twenty three creative practitioners who partnered each other to run year long projects. The second stage was the aggregation of the resulting forty six analytic outputs into formats permitting inter-group comparisons to be made. This stage included three separate analyses: not only was an individual's professional group belonging shown to impact on what they deemed valuable, but partnership type, i.e. new versus established, also had a substantive impact. The influence of school type was examined and shown to have a lesser effect. The third stage was the use of formal, academic theories to interrogate trends appearing in the results: social identity theory and social representations theory, alongside discursive psychology and readings of identity from cultural studies, were mobilized as consecutive lens on the analytic outcomes. These theories were found to be apposite and a deeper comprehension of creative partnership dynamics was arrived at. This study evidences not only a difference between what teachers and creative practitioners respectively value, but shows how the application of theory is a valuable aid in understanding the variations. This represents a major contribution to the field as the use of formal academic theories does not, as yet, feature in the discourses underpinning creative partnership work.

En tillitsbaserad styrprincip efterfrågar värderingsdrivna organisationer som kan nyttja organisatoriska värdegrunder som styrmekanismer. Frågeställningar behandlade förhållandet mellan organisatorisk värdegrund i relation till organisationsidentifikation, professionell värdegrund och praktiserad värdegrund. En fallstudie tematiserades utifrån 11 intervjuer med enhetschefer och medarbetare från en kommunförvaltning. Utifrån frågeställningarna genererades tillhörande teman. Samstämmigheten med professionell värdegrund relaterade till temana gemensam grundsyn och tydlighet. Med praktiserad värdegrund till temana styrmekanism, konkretisering, samverkan och förut­sättningar. Förhållandet till organisationsidentifikation gav temana närhet, öppenhet, värdekongruens, tydlighet och rykte. Resultatet visade på upplevd samstämmighet mellan den organisatoriska värdegrunden och den professionella samt praktiserade värdegrunden med några avvikelser.  Den organisatoriska värdegrunden hade en del i identifikationsprocessen. Studien kan utveckla förståelsen om värde­grundens roll i identifikationsprocessen samt bidra till att organisationer som ämnar att bedriva värderingsstyrning ges en inblick i ett värdegrundsarbete och påverkande faktorer. Värdegrund kan användas som verktyg vid rekrytering och marknadsföring för att locka individer med önskvärda professionella värderingar.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2019-01-31T11:32:26Z No. of bitstreams: 1 luiza Girolamo Canato.pdf: 2541807 bytes, checksum: e24075104671c7df0f0b95a5190c2a8f (MD5) / Made available in DSpace on 2019-01-31T11:32:26Z (GMT). No. of bitstreams: 1 luiza Girolamo Canato.pdf: 2541807 bytes, checksum: e24075104671c7df0f0b95a5190c2a8f (MD5) Previous issue date: 2018-08-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Este trabalho objetiva analisar as representações profissionais de professores do Ensino Fundamental II (EF II) a respeito da identidade docente. Fundamenta-se na Teoria das Representações Sociais/TRS, de Moscovici (1978), em Blin (1997) e Abdalla (2006, 2008, 2016, 2017), para compreender as representações sociais e profissionais desses professores; e em Dubar (1997, 2005), quanto ao estudo da identidade e da socialização profissional; assim como em autores que se dedicam à formação e à prática profissional. A pesquisa desenvolvida se articula com o projeto de pesquisa maior intitulado ¿O Professor do Ensino Fundamental II: políticas, práticas e representações¿, no âmbito do Grupo de Pesquisa/CNPq ¿Instituições de Ensino: políticas e práticas pedagógicas¿, e integra, também, o Centro Internacional de Representações Sociais e Subjetividade em Educação/CIERS-Ed/FCC. Trata-se de um estudo que visa a subsidiar reflexões sobre as ações docentes desenvolvidas nos contextos de formação e de trabalho, de modo a problematizar as políticas, práticas e representações, que configuram a linguagem do campo profissional. A investigação assume uma abordagem qualitativa e se desenvolve, metodologicamente, por meio das seguintes etapas: 1ª aplicação de questionário para 20 professores atuantes no Ensino Fundamental II, contendo 28 questões fechadas; e 2ª entrevistas semiestruturadas com 05 professores, que participaram da etapa anterior, a fim de retomar determinadas questões e aprofundá-las. Os resultados foram analisados por meio da técnica de análise de conteúdo (BARDIN, 2007) e dos referenciais teórico-metodológicos já mencionados, e configuram três dimensões de análise: a identitária, a contextual e a funcional/profissional. A dimensão identitária estrutura algumas das representações profissionais dos professores do EF II a respeito de sua própria identidade docente. A dimensão contextual apresenta reflexões sobre a estrutura e a organização institucional e a influência do contexto de trabalho na constituição identitária dos professores participantes da pesquisa. E, finalmente, a dimensão funcional/profissional busca analisar como o exercício da atividade e a imagem profissional são representados por esses sujeitos. Com efeito, espera-se contribuir com o estudo das relações entre representações, práticas e identidades profissionais em interação com o contexto de trabalho do EF II. / This work aims to analyze the professional representations of teachers of Elementary School II (EF II) regarding teacher identity. It is based on the Theory of Social Representations / TRS, from Moscovici (1978), in Blin (1997) and Abdalla (2006, 2008, 2016, 2017), to understand the social and professional representations of these teachers; and in Dubar (1997, 2005), on the study of professional identity and socialization; as well as authors who dedicate themselves to training and professional practice. The research developed is articulated with the major research project entitled "The Teacher of Elementary Education II: policies, practices and representations", within the scope of the Research Group / CNPq "Teaching Institutions: policies and pedagogical practices", and also integrates, , the International Center for Social Representations and Subjectivity in Education / CIERS-Ed / FCC. It is a study that aims to subsidize reflections on the teaching actions developed in the contexts of training and work, in order to problematize the policies, practices and representations that configure the language of the professional field. The research takes a qualitative approach and is developed, methodologically, through the following steps: 1st application of a questionnaire for 20 teachers working in Elementary School II, containing 28 closed questions; and 2nd semistructured interviews with 05 teachers, who participated in the previous stage, in order to retake certain questions and deepen them. The results were analyzed through the technique of content analysis (BARDIN, 2007) and the theoretical-methodological references already mentioned, and configure three dimensions of analysis: identity, contextual and functional / professional. The identity dimension structures some of the professional representations of EF II teachers regarding their own teaching identity. The contextual dimension presents reflections on the structure and institutional organization and the influence of the work context on the identity constitution of the teachers participating in the research. And, finally, the functional / professional dimension seeks to analyze how the exercise of the activity and the professional image are represented by these subjects. In fact, it is hoped to contribute to the study of the relations between representations, practices and professional identities in interaction with the working context of the EF II.

"Instead of studying, for example, how the psychology of personality limits and prevents real social and political change, we should be studying how political and ideological changes create new personalities and individual needs and motives." The above quotation is from social psychologist Professor John Turner, who is one of the two theorists, the other being Henri Tajfel, most responsible for the Social Identity Perspective, the principle subject of this thesis. The Social Identity Perspective is an approach to Social Psychology that incorporates two sub-theories: Tajfel's Social Identity Theory and Turner's Self-Categorization Theory. This thesis is based upon using the perspective for the purposes of creating more realistic and believable fictional characters in realist fiction. For the purposes of this thesis Pam Morris' definition of realism will be used, that being, 'any writing that is based upon an implicit or explicit assumption that it is possible to communicate about a reality beyond the writing.' According to both theories, individuals can develop two principal identities: the personal self, which is to say a collection of idiosyncratic qualities that define them as a unique individual, and a collective self (or social identity) that encapsulates the status and characteristics of the social groups they belong to in opposition to other social groupings. Turner theorised that the personality of a human being is heavily influenced by their social context at an unconscious level. This influence can be made manifest by their parents, by their school friends and work colleagues, by their romantic partners, and especially by the collective cultural expectations native to the area they choose to reside in. Turner put forward the concept that our personality and actions are therefore influenced by society at the level of how the individual defines himself or herself. This occurs without agency on the part of the individual. These social belief systems therefore mould what the individual thinks, their actions, and their motivations. This thesis will demonstrate a method of usage for elements of Social Psychology, specifically the Social Identity Perspective that underpins the actions, interactions and motivations of the fictional characters contained within the thesis's creative element. It is the contention of this thesis that The Social Identity Perspective will assist an author in marrying together ever more realistic characterisation to other areas of writer research already extensively drawn upon by the author such as those projects focused upon creating a more realistic setting in a historical novel for instance. As previously stated it is the intention of this thesis to apply aspects of social psychology to the creation of realist texts only, the findings however may also be of use to authors who write in other genres, after all even the writer of fantastic fiction still requires characters whose actions are fundamentally recognisable and justifiable to the reader in order for them to be able to make sense of the fiction and as Henry James said, 'one can speak best from one's own taste, and I may therefore venture to say the air of reality (solidity of specification) seems to me to be the supreme virtue of a novel'. It is the aim of this thesis that its findings may highlight the potential of using The Social Identity Perspective and other adjuncts of Social Psychology as tools for both plot construction and character development that is completely realistic. This may then lead to other areas of research, some of which are suggested in the concluding chapter of this thesis.

Gymnasieekonomers uppfattning om revisorn spelar stor roll för ekonomiutbildningar på högskolenivå och revisionsbyråerna. Gymnasieekonomer kan vara framtida elever och medarbetare på högskolor respektive revisionsbyråer. Studiens syfte är att undersöka hur gymnasieekonomer uppfattar revisorn samt sig själva utifrån egenskaper som förknippas med den traditionella revisorsstereotypen. Studien undersöker även, dock i mindre omfattning, om det finns ett samband mellan intentionen att bli revisor och om man har någon i sin närhet som arbetar som revisor. Genom en kvantitativ ansats undersöks studiens tre hypoteser som är grundade på professionsteorin och identitetsteorin samt den traditionella revisorsstereotypen. Egenskaper hos den traditionella revisorsstereotypen som har identifierats av tidigare forskning har bland annat använts som underlag i en enkätundersökning som genomförts på två gymnasieskolor. Studiens huvudsakliga resultat är att gymnasieekonomerna uppfattar att revisorn har hög status, vilket indikerar att revisorsyrket klassas som en profession. Studiens resultat kunde inte påvisa att gymnasieekonomer anser sig dela egenskaper med den traditionella revisorsstereotypen. Slutligen kunde studien heller inte påvisa att gymnasieekonomer som har någon i sin närhet som arbetar som revisor har intention att bli revisorer. / Secondary school economists´ perception of the auditor plays a major role in financial education at university level and in the audit firms. Secondary school economists´ can be future students and employees at colleges and audit firms. The purpose of the study is to examine how secondary school economists´ perceive the auditor as well as themselves based on characteristics associated with the traditional auditor stereotype. The study also examines, though to a lesser extent, whether there is a connection between the intention to become an auditor and if you have someone in your vicinity working as an auditor. Through a quantitative approach, the study´s three hypotheses based on profession theory, identity theory and the traditional auditor stereotype are examined. Characteristics of the traditional auditor stereotype identified by previous research have been used, among other things, as a basis for a questionnaire survey conducted at two secondary schools in Sweden. The main result of the study is that the secondary school economists´ perceive that the auditor has a high status, which indicates that the audit occupation is classified as a profession. The study´s result cannot demonstrate that secondary school economists´ consider themselves share characteristics with the traditional auditor stereotype. Finally, the study cannot demonstrate that secondary school economists who have someone in their vicinity who works as an auditor have the intention to become an auditor.