This thesis is an auto/ethnographic venture to explore the politics of bullying inside Bangladeshi classrooms. The thesis explores bullying in the frameworks of affect, anti-oppressive and intersectional gender pedagogy. Using autoethnographic and ethnographic means, the author revisits past encounters of being bullied and collects data from four schools in Dhaka, Bangladesh, drawing connections between narratives and theories. The thesis explores how schools fix and essentialize the identities of bully and bullied in discursive readings, which result in troubling approaches to deal with bullying, such as discipline, punishment and surveillance, which further exclude and other the bully and bullied. The thesis offers an affective reading of bodies inside classrooms, and employs theories of anti-oppressive and intersectional gender pedagogy to address and bring down the binary between bully and bullied, address power relations in classrooms and revise the roles of teachers and students. By acknowledging tensions and disruptions, aiming for self-reflexivity and transgressions, it offers a reading of how to think of transformations and turn the classroom into a ‘risky,’ yet generative space, to start a dialogue about bullying.

This essay aims to investigate representation and diversity in novels used in the English teaching inupper secondary school, and whether teachers take representation into account when choosing whatnovels to work with. A web survey was used to ask 71 teachers of English open questions regardingwhat novels they use in their teaching and why. The results demonstrate that the majority of the usednovels depict normative protagonists and settings, although there is some diversity and representationof different genders, races, ages, abilities and settings. It is also shown in the results that the majorityof the responding teachers do not think about representation when choosing what novels to workwith, while some respondents do indicate that they take aspects of representation into account. Theresults are discussed by drawing on ideas about representation, diversity and an intersectional genderpedagogy from Rudine Sims Bishop and Nina Lykke. / Denna uppsats syftar till att undersöka representation och mångfald i romaner som används iengelskundervisning i gymnasiet, samt om lärare har representation i åtanke när de väljer vilkaromaner de skall arbeta med. En webbenkät användes för att fråga 71 engelsklärare öppna frågorangående vilka romaner de arbetar med och varför. Resultatet visar att en majoritet av användaromaner skildrar normativa protagonister och miljöer, även att det finns viss mångfald ochrepresentation av olika kön, etniska tillhörigheter, åldrar, funktionsvariationer och miljöer. Det visarsig även i resultatet att majoriteten av responderande lärare inte har representation i åtanke när deväljer vilka romaner de skall arbeta med, medan några respondenter indikerar att de tar hänsyn tillaspekter av representation. Resultaten diskuteras med hjälp av idéer om representation, diversitet ochintersektionell genuspedagogik från Rudine Sims Bishop och Nina Lykke.