This essay studies if the Sweden Democrats is a centrist party or not. The party’s ideological affiliation has been debated for a long time in Sweden. The party has been described as fascists and racists by opponents from both right- and left-wing. Most of the research on the Swedish Democrats has focused on the party’s connections to right-wing populism and nationalism. But the research has paid little attention to study the Sweden Democrats as a centrist party, despite the party defining itself as it. This makes it interesting to further investigate what ideological association the party has since they define themselves as centrist combined with elements from both right-and left-wing ideologies. It’s a study on the party’s updated party-platform, the study focuses on how the party describes the state, the economy and their view of humanity. The purpose of this study is to examine if the party is a centrist party based on the ideologies of liberalism, conservatism and social democracy through the use of the ideal-type analysis. The ideologies work as theories in this study. These ideologies were formed into ideal-types and were then applied to the chosen policy areas to be examined, to study whether the party had any connection to these as they claimed.

This study aims, through a critical discourse analysis (CDA), to elucidate discourses in Swedish parliamentary debates between 2019 and 2022 which relate to multilingualism in Swedish schools. Furthermore, the study aims to identify underlying language ideologies and examine the manner in which multilingual students are represented within the discourses. The results show four different discourses which all construe multilinguals and multilingualism in different ways. Permeating the first three is a dominant monolingual conception, in which other languages than the majority language are discarded or only deemed relevant in private affairs, which is reflected in part in the representation of multilingual students. Two of the identified discourses have an othering effect, where these students are represented as incompetent, linguistically and/or culturally deviant, as a burden on teachers as well as fellow students, or as victims in need of rescuing as a consequence of unsuccessful political attempts at integration. One of the discourses construes students' whole linguistic repertoires as resources for education and personal development, and students are represented as competent, curious, and in possession of valuable experience and knowledge. Despite a pluralistic shift in legislation and official policy pertaining to language and multilingualism, a monolingual norm still dominates political discourse regarding language and education in Sweden.

La critique sociale de Raymond Ruyer (1902-1987) fait partie de son œuvre , surtout connue par les ouvrages de philosophie des sciences et la réflexion sur la biologie dont Georges Canguilhem avait souligné l’originalité dès 1947. Nous montrons que la critique sociale existe dès la thèse complémentaire de 1930, "L’Humanité de l’avenir d’après Cournot" se poursuit avec la réflexion sur l’utopie. L’articulation de la critique sociale avec la philosophie unie à la science que propose Ruyer se trouve dans les valeurs et l’axiologie originale qu’il développe dès 1948. Ce serait une erreur, selon nous, de négliger la critique sociale de Ruyer et nous présentons ici, pour la première fois, une vue d’ensemble des idées de Ruyer sur les sociétés humaines et leur avenir. / Raymond Ruyer’s social critic, French philosopher, is a part of his works, mainly known for philosophy of science and philosophy of biology books, whose originality was underlined as early as 1947. We point out that social critic originates with his Doctorate essay "The Future of Humanity according to Cournot", in 1930, carries on with the studies on utopias. His philosophy unified to science is articulated to the social critic thanks to his original philosophy of values unfolded since 1948. It would be a mistake, in our opinion, to ignore Ruyer’s social critic and we submit here for the first time a survey of Ruyer’s ideas on human societies and their development.

The English language holds a status of a global Lingua Franca that is geographically and historically unique, and English dominance and the language ideologies surrounding it have been the subject of extensive research and discussions. Two contrasting viewpoints significant for these discussions are the idea of the global spread of English as a form of linguistic imperialism, and the idea of the global spread of English as a natural, and mostly positive, consequence of globalisation. In light of this dispute, it is of particular interest to examine the ideologies surrounding the spread of English in countries with a recent history of non-anglophone linguistic imperialism. Such countries are, for example, the former republics of the Soviet Union.  This study investigates attitudes to English in Lithuania and analyses them in relation to its history of linguistic Russification during the Soviet Union. The analysis is based on data sampled through a questionnaire targeting Lithuanians. The data is analysed using a qualitative thematic analysis method and discussed in relation to previous studies on the same topic. Three recurring trends that correspond to findings in previous studies were detected, namely English as an opportunity, English as a threat and English as an alternative to Russian. In order to draw any general conclusions regarding attitudes to English in Lithuania, further studies with larger sample sizes would be recommended.

Indiana University-Purdue University Indianapolis (IUPUI) / This study explored the experiences of raising children in the context of living with HIV/AIDS. In the fall of 2007, semi-structured qualitative interviews were conducted with 17 HIV-positive mothers (8 African American and 9 white) living in Indiana. Spillover theory was used to describe the interacting effects of the experience of living with HIV/AIDS and the experience of motherhood on one another. Findings indicate that maternal ideologies critically affected how the women experienced both their HIV-positive status and their mothering experiences. Findings also show that the mothers developed strategies to help them reconcile their valued identity as mothers with a stigmatized identity as HIV-positive women. Recommendations are made regarding directions for future research, social policy, and social service provision.

The current study is a collection of three publishable articles addressing a similar theme. Each article is an examination into the role textbooks play in Chinese English as a Foreign Language (EFL) classrooms and, specifically, a look at textbooks as an element in the classroom environment, their relationship to pressures from high-stakes exams, and an exploration into any paradigms about the nature of EFL learning they may be explicitly or implicitly promoting through their content and methodologies. The first article, a grounded theory look at underlying methodologies and ideologies in common Chinese textbooks, reveals that there may be competing paradigms promoted by different texts that could be sending conflicting messages about the nature of EFL study. The second article, a critical discourse analysis of textbooks as items of cultural discourse, finds that subtle wording and structure in common textbooks could be reinforcing ideologies of the dominant paradigm about English study. The third and final article again uses grounded theory to compare the content of a common textbook series to passages from the national college entrance exam and to goals of the national syllabus to suggest that while in several aspects, the textbook series is in harmony with stated educational standards, there are certain ways in which the textbook and the exam seem to be misaligned in their goals and structure.

To accurately describe the past, historians strive to learn the cultural ideologies of the time and place they study so their interpretations are situated in the context of that period and not in the present. This exploration of historical context becomes critical when researching marginalized groups, as evidence of their rhetorics and cultural logics are usually submerged within those of the dominant society. This project focuses on how factors, such as rhetor/audience perspective, influence cross-cultural historical interpretation, and how a community history database can be designed to illuminate and affect these factors. Theories of contact zones and rhetorical listening were explored to determine their applicability both to history-making and to the creation of a community history database where cross-cultural, multi-vocal, historical narratives may be created, encountered, and extended. Contact zones are dynamic spaces where changing connections, accommodations, negotiations, and power struggles occur, and this concept can be applied to history-making, especially histories of marginalized groups. Rhetorical listening focuses on how perspective influences understanding the past, and listening principles are crucial to both historians and the consumers of history. Perspectives are grounded in cultural ideologies, and rhetorical listening focuses on how tropes, such as race and gender, describe and shape these perspectives. Becoming aware of tropes-both of self and other-can bring to view the commonalities and differences between cultures, and allow a better opportunity for cross-cultural understanding. Rhetorical listening steers the historian and the consumer of history towards looking at who is writing the history, and how both the rhetor and the audience's perspective may affect the outcome. These theories of contact zones and rhetorical listening influenced the design of the project database and website by bringing perspective to the forefront. The visualization of rhetor/audience tropes in conjunction with the co-creation of history were designed to help foster cross-cultural understanding.

Endangered languages are those that are spoken by a very small percentage of the population and are at risk of disappearing with all the knowledge and diversity they contain. Endangered languages often become endangered because the speakers and the society perceive the language as low status or of little use, and a positive change in perception of the language could aid in revitalizing the language. Institutions such as governments, businesses, and universities have recently begun supporting endangered languages in several areas, and this support could greatly affect language ideologies, perceptions of and attitudes about the language. In this research project, I intend to explore the effects on how an endangered language is viewed by both speakers and non-speakers when it is supported by linguistically dominant institutions such as business and higher education. This research was conducted in various areas of Scotland and Ireland and consists of survey data, ethnographic interviews, and participant observation. Specifically, this research aims to answer the following research questions: 1) What is the relationship between institutional support and language ideologies? 2) How do different forms of institutional support affect language ideologies? Institutional support of endangered languages could provide these languages with validity and recognition as a language, as well as offer economic and status advantages to speakers, creating positive attitudes about speaking and learning the languages. This positive change in the way these languages are perceived could be a crucial step in revitalizing endangered languages and preserving the linguistic diversity of the world.

Language is a fundamental component of one's identity, as well as a means of surviving in a globalizing world. This study draws upon sixteen narratives of first-generation Mexican and Puerto Rican parents in Central Florida to answer the research question: What are the language ideologies of Mexican and Puerto Rican immigrant parents towards the English Language acquisition and Spanish Language retention of their children? The information was gathered through semi-structured interviews and it aimed to learn how and if they value English and Spanish bilingualism and whether it was desired for their children. On the one hand, they are aware of the necessity of being fluent in English to properly navigate themselves in the United States and to secure better opportunities for education and careers. However, Spanish retention is just as important as a means to remember ones raices, or roots, which was a statement that was voiced throughout the respondents. Demographic information, language use in different contexts, access to resources, and whether they faced any forms of language discrimination are all factors that were also analyzed to determine a more holistic account of the parents' language ideologies. My results reflect how Latinx family's experiences in the United States have shaped their language ideologies and the language use outcomes of future generations. El lenguaje es un componente fundamental de nuestra identidad, y también un medio para sobrevivir en un mundo globalizado. Este estudio se basa en dieciséis narrativas de padres mexicanos y puertorriqueños de primera generación en Florida Central para responder a la pregunta de investigación: ¿Cuáles son las ideologías del idioma de los padres inmigrantes mexicanos y puertorriqueños hacia la adquisición de inglés y la retención de español de sus hijos? La información fue conseguido a través de entrevistas semiestructuradas, y el objetivo es para aprender cómo y si valoran el bilingüe (inglés y español), y si deseaban esta habilidad para sus hijos. Por un lado, los padres son conscientes de la necesidad de ser fluentes en inglés para navegar adecuadamente por los Estados Unidos y para asegurar mejores oportunidades para su educación y carreras. Sin embargo, la retención de español es importante como un medio para recordar los raices de su cultura; que fue una declaración que se expresó en todo los encuestados. La información demográfica, el uso del lenguaje en diferentes contextos, el acceso a los recursos y si se enfrentaron a alguna forma de discriminación del lenguaje son factores que también se analizaron para determinar un relato más holístico de las ideologías del idioma de los padres. Mis resultados reflejan cómo las experiencias de las familias Latinx en los Estados Unidos han dado forma a sus ideologías de lenguaje y al uso del lenguaje para las futuras generaciones.

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