“Fröknarna von Pahlen”, is a series of novels written by the author Agnes von Krusenstjerna. Especially the fourth and fifth parts, published in 1933, raised questions about sexuality, especially about what was conceived as perverse and provoking descriptions. “Fröknarna von Pahlen” became a part of heated debates about what is acceptable to write about. How can the so called Pahlen feud be understood from an intersectional perspective, and from a focus on values, and by discussing imagined communities? The purpose is to find out what is going on in these debates. Six different values are being pointed out; art and skill, truth, freedom of speech and freedom of the press, the value in the young, the value in female perspectives, and moral values. There is a number of knot points tied to these values, and differentiating processes such as sex, class, age, ethnicity, religion etc. are all intertwined in these debates. From an intersectional understanding, none of these processes are more primal than another. The knot points are both of an emotional nature and thematic. The individual voices that emerge in the feud are named small narratives, and the more intersubjective narratives are called grand narratives. These narratives are being investigated rhetorically; for instance how some stories can appear more as truths than others, and it is analyzed how they separate people in groups and create hierarchies. They are also being seen from an emotional perspective; how individual feelings are a part of emotions, larger contexts and meaning coherences. These feelings are also understood as actions. Throughout the investigation there is a hermeneutic will to make things intelligible, and respect and point out the many different perspectives. This is being made in a cultural relativistic attempt. By focusing on imagined communities, different comradeships and groups in the feud can be pointed out. People can consider themselves parts of these groups, but they can also, more or less involuntarily, be considered as parts of these groups. In the writers opinion, the most important question is how “extreme” sexual descriptions an author is allowed to bring forth.

Focusing on a Vygotskian theory of cultural historical psychology, this dissertation features a narrative analysis to examine the role of subjectivity and the generative potential and agency manifested in Non Native English Speaking Teachers' (NNESTs) successful development of L2 (English) fluency. My research creates another view of a Vygotskian theory by means of the imagination. Building on a cultural-historical approach, I conducted a qualitative analysis of how these teachers' pathway to fluency evolved from their Imagined Destinations. This term is defined as a goal or objective in the mind of the learner that mediates, and is mediated by, his or her lived experiences. The concept I coin as Imagined Destinations surfaced in my three initial pilot cases and took shape while working with NNES Panamánian teachers, from the analysis of online survey data with 27 of these experienced teachers, and detailed case study analyses of the language learning of eight of these teachers. These data revealed how participants dynamically create and recreate their environments through agentive roles that support the transformation of their environments to advance their goals. These transformations have implications for how subjectivity, agency, and acquisition of the target language intertwine throughout the participants' lived experiences or pathways to learning, thus providing an additional way to look at subjects and subjectivities within a Vygotskian theoretical frame. The findings also indicate that teachers' language trajectories are continuous, emergent, and the result of taking on very deliberate ecological roles in their bilingual success despite recurring salient and limiting circumstances. These findings about the centrality of Imagined Destinations in learning "smudges" the perception that societal power outweighs the dynamic and agentive roles of individuals as active molders of their lives. Finally, this dissertation also seeks to enrich scholarship by demonstrating how NNESTs use their bilingual identities built from their trajectories to bilingualism as ways to influence and inspire their own students' second language learning.

This thesis examines how Latin America is produced and consumed through the ¡Viva! Spanish and Latin American Film Festival in Manchester and how people who do not have Latin American origins (subsequently 'non-Latin American') use Latin American culture to reconcile issues of self-identity and cosmopolitanism at a local level. Extending Dina Iordanova's (2010) application of imagined communities to film festivals beyond diaspora, a framework of imagined cosmopolitan communities finds that, through consumption of the ¡Viva! film festival, non-Latin American consumers can often feel a sense of belonging or connection to Latin American people and culture. Non-Latin American ¡Viva! consumers subsequently incorporate Latin American culture and identity within their own construction of self-identity in order to reaffirm their sense of self. Using a mixed methods approach which brings together qualitative research (including a questionnaire survey and semi-structured interviews) with media analysis, this thesis finds that the incorporation of Latin American identity into non-Latin American self-identity is facilitated, in part, by the way in which Latin America has been encoded at a discursive level in the UK in recent decades through magical realism and associated codes, themes and narratives concerning the region's bizarre, crazy, strange and surreal characteristics. Applying theories of encoding and decoding (Hall, 1980), the ¡Viva! film festival and its non-Latin American audience members are found to likewise construct Latin America in these terms, as different, but not too different from British cultural norms. This interpretive framework, along with the fact that Latin Americans are largely positioned outside of the increasingly hostile rhetoric towards migrants and ethnic minorities in the UK, facilitates the incorporation of a Latin American identity within non-Latin American consumers' construction of self-identity. Scholars have suggested that cosmopolitanism demands a transformation in self-understanding in addition to an openness towards the cultural Other (Delanty, 2009). Analysis of the ¡Viva! film festival subsequently reveals a nuanced form of cosmopolitanism in which the Self is transformed through the incorporation of the Latin American cultural Other and offers an insight into the changing nature of the cultural relationship between Latin America and the UK. Latin America has typically been constructed as embodying the unconscious fears and desires of British (and western) culture (Beasley-Murray, 2003; Foster, 2009). This thesis finds instead that Latin America is being reconfigured by non-Latin American consumers of the ¡Viva! film festival as an equally formative part of their conscious identity that completes their sense of self and of being cosmopolitan in an attempt to resist and challenge contemporary scepticism and rhetoric in the UK surrounding multiculturalism, immigration and ethnic minorities.

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2017-07-04T10:47:00Z No. of bitstreams: 1 carolinadeoliveirabarreto.pdf: 777266 bytes, checksum: e1ffd76177fba83e49b11c3cbf018b12 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-08T13:21:54Z (GMT) No. of bitstreams: 1 carolinadeoliveirabarreto.pdf: 777266 bytes, checksum: e1ffd76177fba83e49b11c3cbf018b12 (MD5) / Made available in DSpace on 2017-08-08T13:21:54Z (GMT). No. of bitstreams: 1 carolinadeoliveirabarreto.pdf: 777266 bytes, checksum: e1ffd76177fba83e49b11c3cbf018b12 (MD5) Previous issue date: 2011-10-04 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação se propõe a fazer um estudo da literatura brasileira contemporânea produzida a partir das periferias urbanas com ênfase nos autores Ferréz, Dugueto Shabazz, Sérgio Vaz e Allan da Rosa. Este trabalho baseia-se no desenvolvimento teórico do termo narrativa da “frátria imaginada”. Para isso, levantaram-se possíveis implicações políticas, estéticas, sociais, entre outras, que estariam inseridas nessa expressão. Inicialmente mapeou-se o conceito de “frátria imaginada”, de modo a investigar as relações entre as vozes que a constituíam. As discussões acerca da “frátria imaginada” foram feitas, principalmente, em relação às proposições dos seguintes autores: Benedict Anderson, Maria Rita Kehl, Silviano Santiago, Mikhail Bahktin e Édouard Glissant. Considerando as questões formuladas nessa etapa da dissertação, passou-se a discutir o conceito de narrativa, construído a partir da leitura de obras dos autores a seguir: Leandro Konder, Clifford Geertz, James Clifford, Walter Benjamin, Hayden White, Roger Chartier, Roland Barthes e Néstor Garcia Canclini. Finalmente, concluem-se as leituras, por meio de uma breve reflexão através da qual se articula a questão central deste trabalho, em função de sua contemporaneidade e dos deslocamentos que provoca. / This dissertation intends to do a study of contemporary Brazilian literature produced from urban peripheries with emphasis on the authors Ferréz, Dugueto Shabazz, Sérgio Vaz e Allan da Rosa. This work is based on the theoretical development of the term the narrative of "imagined phratry." In order to do this, we raised the possible aesthetic, social, political implications, among others that would be inserted in this expression. First, the concept of "imagined phratry" was mapped in order to investigate the relations between the voices that constituted it. The discussions on the "phratry imagined" were based on the propositions of the following authors: Anderson, Maria Rita Kehl, Silviano Santiago, Mikhail Bahktin and Édouard Glissant. Considering the questions rose at this stage of the dissertation, we started to discuss the concept of narrative. It was constructed from the reading of works by these authors: Leandro Konder, Clifford Geertz, James Clifford, Walter Benjamin, Hayden White, Roger Chartier, Roland Barthes and Nestor Garcia Canclini. Finally, the readings were concluded through a brief reflection by which the main question was articulated due to its contemporaneity and the displacements it causes.

In Lolita, Humbert is obsessed with the 12-year-old Lolita. It is a vulgar and disturbing story which raises questions about morality and ethics. With a sophisticated and elegant narrative, Humbert manages to draw attention to language rather than to his actions. Through fancy prose style Humbert covers up and hides his horrible actions. His verbal game serves to manipulate his readers to accept Humbert´s feelings and actions and sympathize with him.  Humbert´s narration is very persuasive and the reader is easily fooled to concentrate on what he says rather than what he does. In this essay deconstructive method is used to analyse Lolita. The study shows how binary oppositions are used in Lolita and what effect they have on the reader´s comprehension of the text. The study presents a number of incongruities in Humbert´s telling of the story and therefore the essay argues that Humbert cannot be trusted with the telling of his tale.

This thesis concerns the study of ethnic minority groups and their national identity formation process as a result of their collective experience during, and understanding of, World War One. The groups observed are Black Americans and German Americans from the United States, as well as the Irish from Great Britain. Each groups’ identity progression and understanding of the war differed from their counterparts, while having still exhibited similarities of which highlight how different forms of nationalism played a role in the lives of ethnic minorities. A Marxist theoretical framework of nationalism and tradition is applied through the works of Benedict Anderson, Eric Hobsbawm and Terrance Ranger. The results convey how American nationalism served to further solidify a greater sense of American national identity for the respective ethnic groups, though through a process of apathy and coercion. British nationalism revealed how its version of the phenomena lacked sufficient proximity to the respective group, thus resulting in the Irish rejection of the British nation and its form of identity. These results further illustrate how both nations were in many ways sovereign and limited in their ability to form a political and social community with these groups. Lastly, it is revealed that the internal differences in each group followed a universal trend wherein those group members who served in combat roles during the war, inhibited a greater sense of national identity than those who did not see combat. This result serves as the foundation for my new theory, known as the Fog of War Complex.

This Bachelor thesis is about international students, who travelled to Uppsala to study abroad during the autumn exchange term, which took place between September 2021 to January 2022. Four students from different countries were interviewed about their cultural and social experiences when the students studied abroad and how they oriented themselves in a foreign environment. This thesis focuses on sensory anthropology, which is a subfield. The sensorial aspects are about the international student's experiences and the primary ones are light and darkness, space, flavors, and memories. When it comes to local belonging and imagined communities, the sensory aspects are about the value of individual experiences as well as the collective aspect of establishing a new community. In the period where international students learned, they clarified whether they felt a local belonging to Uppsala.  When it comes to whether the students feel a sense of local belonging in Uppsala, the student's own educational experiences, local belonging, and communities in their home countries are compared to the Swedish students' existing communities at Uppsala. Foreign students also describe their native languages and their encounters with the Swedish language, and how the contrast resulted in feelings of exclusion from the Swedish society.

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In this qualitative research study, I use case studies to analyze the rhetorical understanding students have about online audiences, including how this understanding informs writerly choices, primarily in digital, self-sponsored writing. In this study I found that, while anxieties about online writing do exist, there are also many benefits for online writers that cause these anxieties to lessen. In addition, findings indicated that participants didn't always know how to correctly interpret and capitalize on audience feedback, which causes challenges, but these participants also claimed rhetorical power once they entered community spaces they cared about and better understood their purpose and roles as writers in those spaces. These findings contribute to composition pedagogy because they suggest areas for growth in the high school classroom, such as learning how to manage multiple audiences, how to best interpret feedback, and how to claim authority as young writers in unfamiliar rhetorical situations.

No description available.