Background: In 2014, 1.2 million people died from HIV related causes around the world. Colombia ranks second in HIV prevalence in Latin America and the number of people infected with HIV in Colombia increases. One of the reasons for the increase is the stigmatization and discrimination against patients infected with HIV that exists. Nurses are human beings, influenced by their surroundings, with personal beliefs and preconceptions and may, if not being aware of these preconceptions and personal beliefs, help supporting stigmatization and discrimination.  Aim: The aim with this study was to describe how Colombian nurses view upon caring for patients with HIV.  Method: A qualitative approach was being used in this empirical study. The data was collected through semi-structured interviews with six Colombian nurses at an infection unit in a university hospital. The interviews were transcribed and later analysed by using a qualitative content analysis.  Results: The findings resulted in three major themes: Nurses’ reflections on attitudes towards HIV, The role and responsibilities of a nurse and Nurses’ thoughts regarding the patients, the disease and the profession. The first theme illustrates how the nurses reflect upon the attitudes within the society, the patients’ family and the patients’ attitudes towards themselves. The second theme describes how the nurses worked with patients with HIV. In the third theme, the nurses reflect upon their previous experiences, the future and the profession.  Discussion: Based on the result from the interviews, the factors influencing ones’ values and preconceptions were discussed. Some of these factors are religious and moral beliefs, lack of education and experience. / Bakgrund: 2014 avled 1,2 miljoner människor i världen av HIV-relaterade orsaker. Colombia återfinns på andra plats i Latinamerika vad gäller antal personer smittade med HIV och antal smittade i Colombia ökar. En orsak till ökningen är den stigmatisering och diskriminering av patienter smittade med HIV smittade som existerar. Sjuksköterskor är människor, influerade av sin omgivning, med personliga åsikter, värderingar och förförståelse. Om sjuksköterskan inte är medveten om sina värderingar och sin förförståelse, kan det bidra till stigmatisering och diskriminering. Syfte: Syftet med denna studie var att beskriva sjuksköterskors syn på att vårda patienter med HIV.  Metod: En kvalitativ ansats användes i denna empiriska studie. Data samlades in genom semistrukturerade intervjuer med sex colombianska sjuksköterskor på en infektionsklinik på ett universitetssjukhus. Intervjuerna transkriberades och analyserades sedan med hjälp av kvalitativ innehållsanalys.  Resultat: I resultatet framkom tre huvudteman: Sjuksköterskors reflektioner angående attityder till HIV, Sjuksköterskans roll och ansvarsområden och Sjuksköterskors tankar angående patienterna, sjukdomen och professionen. Det första temat behandlar hur sjuksköterskorna ser på attityderna i samhället, i patients familj, samt patientens egna attityder. Det andra temat beskriver hur sjuksköterskorna arbetade med patienter med HIV. I det tredje temat reflekterar sjuksköterskorna kring tidigare erfarenheter, framtiden samt professionen.  Diskussion: Baserat på resultatet från intervjuerna, diskuterades de faktorer som påverkar ens värderingar och förförståelse. Några av dessa faktorer är religiösa och moraliska värderingar, brist på utbildning och erfarenhet.

Syftet med föreliggande studie är att belysa och analysera interaktion mellan pedagoger och barn på en fritidshemsavdelning med fokus på maktförhållanden. Som empirisk grund för arbetet ligger de observationer vi har gjort på ett fritidshem. För att analysera våra observationer har vi använt oss av positioneringsteori och intersektionell teori.En av studiens slutsatser är att olika pedagoger positionerar sig själv och barnen på olika sätt. Vi lyfter fram exempel på fyra olika pedagogpositioner. Dessa kallar vi en auktoritär, en kommunikativ, en närhetsskapande och en fostrande pedagogposition. Studien visar vidare att pedagogerna återkommande utmanar överordnade, underordnade och likvärdiga positioneringar bland barnen. Vi kallar detta för pedagogiska repositioneringar, och vi tolkar det som ett sätt att försöka utjämna ojämlika förhållanden i barngruppen. Olika kategoriseringar som kön, ålder och etnicitet verkar spela roll för vilka positioner som finns tillgängliga både för barn och pedagoger. Ytterligare ett resultat av studien är att kulturella berättelser, så kallade storylines, ofta verkar utgöra ramar för vilka handlingar och tolkningar som är tillgängliga för de inblandade. Dessa kan verka begränsande och befästande av positioner. / The purpose of this study to analyze interaction between educators and children at an after- school programme, focusing on power relations. To create the empirical data for this Bachelor's thesis we have performed observations at one after- school programme. The theoretical framework we used for the analysis is a combination of positioning theory and intersectional theory.Among our results we find that different educators position themselves and the children in different ways. We present and discuss four main pedagogical positions for educators that we identified in our field work. These are: an authoritarian educator position, a communicative educator position, an intimacy creating educator position and a fostering educator position. The study showed that the educators recurringly challenge superior, equal and subordinate positions among the children. We choose to call this phenomena pedagogic repositioning. It is understandable as an intent to remediate unequal relationships between children. In the study patterns emerge of how categories such as gender, age and ethnicity has importance for a person's available positions and repertoire of actions. Another result is that cultural stories called storylines often limits the actions and interpretations of the studies’ participants.

Canada is widely regarded as a liberal, multicultural nation that prides itself on a history of peace and tolerance. Oftentimes set up in contrast to the United States, Canada’s history of colonialism has been popularly imagined as a gentler, necessary, inevitable, and even benevolent version of expansion and subjugation of Indigenous populations. In recent decades scholars in the social sciences and humanities have challenged the rhetoric of Canada as a consistently benevolent and peaceful nation. They have pointed to the discontinuity between Canada’s rosy image, drawn from foundational nation-building myths of benevolence, and the deeply rooted colonial narratives of necessity and inevitability that underpin those nation-building myths. This discontinuity manifests itself in far reaching patterns of social and economic disparity between Indigenous and settler populations over time across the nation. This reality is acutely seen in the Canadian West, as Canada’s historic frontier. This thesis re-problematises narratives of Canadian nation-building from a regional perspective. It is argued that positioning the West as the frontier peripheral to Canadian ‘civilisation’ is part of a broader settler colonial logic that sees the contemporary manifestation of disparity between Indigenous and settler populations as emanating from uniquely backward, peripheral places in Canada, rather than challenging the fundamental benevolence of the Canadian nation. Through a close reading of two trials pertaining to an instance of multiple perpetrator sexual assault that occurred in Saskatchewan in 2003, I demonstrate how the complex web of interlocking systems of domination that oppress and privilege in trials do not emanate from the backwardness of the place in which they occurred, but are rather indicative of broader societal processes and power relations indicative of settler colonialism. This thesis argues there is a conflation between western Canadian identity, and settler identity, owing to the foundational nation-building myths in which the West became Canadian. In moving forward, this thesis proposes an acknowledgment of the settler colonial nature of westward expansion and suggests practicing openness to considering different ways westward expansion might have been understood and experienced. Key to this process is learning to listen, learning to hear, learning to believe, and learning to see oneself implicated in the stories of those who experienced westward expansion differently from how it is popularly constructed in settler society. I begin here by proposing the complainant’s voice in the trial be heard, and be believed. Her voice and her silence provides insight into understanding the oppressive power of settler-colonialism.

There have been several studies that have found that history textbooks are not equal when it comes to the representation of men and women. They are characterized by male perspective, where women as individuals and in groups are unapparent. The magazine Historiskan arose as a response to this problem, whose stated purpose is to highlight women in history and creating a gender historiography. When women on the other hand are being highlighted in history, other studies have shown that it is in general only the white Western heterosexual middle-class woman's perspective that historians include. Women of other ethnicity, class and sexuality ​​are excluded. The Swedish schools policy documents expresses that equality must be included in students’ education, and ethnicity, class and sexuality are perspectives to be included in the teaching of history. Based on a qualitative content analysis and intersectional gender theory this essay aims to examine how Historiskan depict women from the social categories; ethnicity, class and sexuality. The result shows that the stories are dominated by white Christian Western women as the norm. Women of different ethnic origin, color and religion exist, to a lesser extent, in which their ethnicity and skin color are more prominent in the narrative. Class and social status is a clear category that explains women's diverse experiences and opportunities. Heterosexuality is the norm, which is depicted as an economic and political agreement between the sexes. The big deviant is the unmarried woman. / Det finns ett flertal utredningar som har konstaterat att läromedlen i historia inte är jämställda. De präglas av manligt perspektiv, där kvinnor som individer och grupp osynliggörs. Tidskriften Historiskan uppstod som ett svar på denna problematik, vars uttalade syfte är att lyfta fram kvinnor i historien och skapa en jämställd historieskrivning. När kvinnor däremot lyfts fram, har andra studier visat att historieskrivningen generellt endast inkluderar den vita västerländska heterosexuella medelklasskvinnans perspektiv. Kvinnor av annan etnicitet, klass och sexualitet exkluderas. I skolans värdegrund uttrycks krav på att jämlikhet ska prägla elevers utbildning, samt ska även etnicitet, klass och sexualitet inkluderas i historieämnet. Utifrån en kvalitativ innehållsanalys och intersektionell genusteori genomförs en granskning av hur Historiskan skildrar kvinnor utifrån de sociala kategorierna; etnicitet, klass och sexualitet. Resultatet visar att berättelserna domineras av vita kristna västerländska kvinnor som utgör normen. Kvinnor av annan etnisk tillhörighet, hudfärg och religion förekommer om än i mindre utsträckning, och där framförallt deras etnicitet och hudfärg uppmärksammas mer specifikt. Klass och social ställning utgör en stark kategori som förklarar kvinnornas skilda erfarenheter och möjligheter. Heterosexualiteten utgör normen, som skildras som en ekonomisk och politisk överenskommelse mellan könen. Den stora avvikaren är den ogifta kvinnan.

In recent years, there have been many debates about fat female bodies in the media. Fat women are often associated with moral failure, laziness and stupidity. Women’s fat bodies are loaded with negative meanings because of dominant negative attitudes. These attitudes tells fat women that they need to change their bodies, in order to fit in a society where beauty standards are characterized with certain ideals around skinnyness. In this study, i will show how fat female bodies are being discussed on Flashback forum. I’m using a gender and intersectionalitative perspective. Anti-feminists uses Flashback forum to express sexist, homophobic and racist comments about different authors of feminist and body-positive blogs. These feminist bloggers are questioning the oppression that fat women faces in their everyday lives, and they wan’t to make all bodies visable by countering prejudice about fat female bodies. When does Flashback take threats against female feminist bloggers seriously?

The original purpose of this study was to answer the following research question: How do women and girls navigate the HIV/AIDS situation in Mozambique? I used constructivist grounded theory, combined with the African philosophy of Ubuntu, as the approach to guide this study. I sensitized myself theoretically with the critical feminist theory of intersectionality to ensure I recognized important data during my collection process. Because grounded theory studies are developed inductively from a corpus of data, and evolve as data collection takes place, I discovered that participants’ concerns went beyond HIV/AIDS and involved a bundle of oppressions. Therefore the problem that participants faced, at a broad conceptual level, was gender oppression. As a result, my study shifted slightly in that I aimed to understand how women and girls managed their lives in relation to gender oppression, how they become socialized into a context that systematically makes room for social and political dominance over them, how they cope with the manifestations of dominance, and how, if ever, they control the situational and characteristic realities of gender oppression. Consequently, I developed a grounded theory about how women and girls manage gender oppression in Mozambique. The basic social process in this theory is called Putting On and Taking Off the Capulana, which can be understood as how women and girls become socialized into gender oppression in Mozambique and how they inch their way out. The four main categories that comprise this theory include: (a) Putting On the Capulana, (b) Turning a Blind Eye, (c) Playing the Game, and (d) Taking Off the Capulana. Second level processes under Putting On the Capulana, for example, include processes such as Adapting to Patriarchy and Living with Violence, which demonstrate how women and girls navigate a context saturated in oppressions. Third level processes, such as being robbed of sexual self-determination and accepting inferiority, explain the consequences of these processes that women and girls are forced to live through. This is a theory, grounded in the data and privileging the voices of women and girls in Mozambique, that is reflective of a constructivist feminist approach and Ubuntu philosophy. I argue that this study provides a nuanced understanding of the complexity of gender oppression in Mozambique, which can assist in developing relevant and meaningful policy. / Graduate / 0569 / 0573 / 0733 / lntomm@uvic.ca

The purpose of this study was to examine whether and how the social services in the municipality of Falun is managing social work related to prostitution. It is a qualitative study based on three focus group interviews conducted in parts of the social services organization in the municipality of Falun. The empirical data collected was analyzed from an intersectional perspective. Several distinct findings emerged from the study. Social work against prostitution does not exist in the social services organization in the municipality of Falun. The organization possesses no procedures or guidelines for this kind of work, and no preventive work or cooperation with other organizations is carried out. It also emerged, that several social work officers had a stereotype image of who a potential sex- seller could be. This fact may influence who would be able to get any support from social services regarding to this social problem. / Syftet med denna studie var att undersöka om och hur Falu kommuns socialtjänst arbetar gällande prostitution. Studien är en kvalitativ studie som baseras på tre fokusgruppsintervjuer utförda på delar av Falu kommuns socialtjänst. Den insamlade empirin har analyserats utifrån ett intersektionalitetsperspektiv. Resultatet av studien var entydigt, arbete riktat mot prostitution förekommer inte på socialtjänsten i Falu kommun. Verksamheten besitter inga rutiner eller riktlinjer för detta arbete, och inget förebyggande arbete eller något samarbete med andra organisationer eller myndigheter utförs. Det framkom även att handläggarna hade en stereotyp bild av vem som är en potentiell sexsäljare, något som kan komma att påverka vem som skulle kunna få ett eventuellt stöd från socialtjänsten gällande denna problematik.

This study aims to increase awareness of the portrayal of refugees in Swedish media. In order to achieve this we performed a content analysis of the articles found in the newspaper Dagens Nyheter. Through a strategic selection we chose six news articles published during the fall of 2015 that depicted various refugees’ destinies. We studied the articles in several steps and identified the frames used in the presentation and portayal of the refugees. These frames consisted of roles, characteristics and selected quotations in which the persons were assigned. In the analyzed articles we found that Dagens Nyheter tends to portray refugees in a relatively generalized way, where different categories of refugees are similarly portayed and no refugee gets the role of a hero. They are portrayed in a way that makes them look like they are subordinate to aid organisations and authorities and as if they are in need of help. However, children and elderly tend to be discriminated since they in many cases are being excluded or assigned a subordinate role compared to other categories of refugees.

My dissertation uses multiple methods to introduce the novel concept of racial sexual preference - individuals’ preferences for a sexual or romantic partner based on race. This project builds on an insight from Daryl Bem’s “Exotic Becomes Erotic” theory of sexual development: a diverse set of sexual preferences exists beyond gender. I argue the very real social consequences of race make preferences in regard to it (sexual or otherwise) an important area for systematic study. I focus on gay male subculture, which has uniquely developed a terminology for expressing racial preferences. I investigate how racial preference is understood and organized within this subculture by collecting gay men’s sexual history narratives of cross-race preferences through interviews, as well as collecting archival materials from the national organization Black and White Men Together (BWMT) that pertain to racial sexual preference. I find that racial sexual preferences are experienced early in the life course and are consistent over time, similarly to experiences of gendered sexual orientation, though generally less exclusive. Unlike gendered sexual orientation, identities are unlikely to form in relation to racial sexual preferences because there is little ideological structure to support expression of cross-race racial preferences. Even within the organizational structure of BWMT, founded to support racial sexual preferences, over time I find a decrease in discourse and identity related to racial sexual preference (in favor of a colorblind ideal of preferences). I end my study by using the concept of racial sexual preference, supported by the findings from interviews and case study, to build on and challenge the theoretical work of Daryl Bem, Lisa Diamond, and James Giles in the area of sexual development and desire.

This thesis explores young children's constructions of social identities and the implications these may have in young children's everyday lives at nursery. One of the unique elements of this thesis is the multiple and intersectional approach that it adopts while exploring very young children‘s social identities and peer relations. It also explores the links between children's experiences and views with educators' social justice and equity pedagogies. Recent attention has been given to the importance of early childhood and young children's rights and participation in theory, research and policy. In the field of social identities, there has been a growing need for further research to explore the contextual, fluid, complex and intersected nature of young children's social identities, moving away from 'static' and 'fixed' notions of identity. Particular gaps have also been identified in relation to exploring age as part of social identity, to exploring cultural aspects of ethnicity and lastly to exploring multiple understandings of parts of social identities (e.g. multiple 'masculinities' and 'femininities') in early childhood. There has also been a need for further research to explore how young children‘s intersected social identities may impact on pedagogies. This thesis, therefore, seeks to explore the above, basing the analysis on a one year ethnographic and participatory approach which was conducted in two nursery settings in Scotland, one predominantly white and one multi-ethnic. It draws on a plethora of rich and in-depth conversations and experiences with young children, educators and parents/caregivers to suggest the complex, dynamic, context-specific, fluid but also 'experientially fixed' and intersected nature of children's social identities and relationships, and to acknowledge the challenges that are raised both for early childhood practice and policy. It suggests that children construct multiple and complex social identities which are both fluid and experientially 'fixed', engage in dynamic social relationships and express complex and multiple implicit/explicit discriminatory attitudes, which educators are unaware of or choose to disregard. In most cases, age and gender were part of an overt and explicit identification, and were explicitly and overtly discussed as factors of exclusion by both educators and children. In contrast, ethnicity involved a much more complex process. Although ethnicity was often part of an 'ethnic habitus', variations occurred in relation to the extent to which children developed a strong, explicit and overt ethnic identification. Ethnicity was also considered a rather 'taboo' subject of reference regarding exclusion. Moreover, this thesis suggests that discourses of ‗sameness‘, ‗normalities‘ and difference linked to constructions of social identity were salient in children's lives. Common social identities often promoted positive feelings of belonging and reinforced positive feelings of group membership and self identities between children. Strong and positive feelings of self and group identity and difference, or else ‗the other‘, although not exclusively, were very much considered the basis for exclusion and discrimination. However, complexities arose when the concept of the ‗other‘ changed, depending on the context. Difference was seen more positively by children when it constituted part of what was considered 'norm' or dominant. Traditional developmental approaches and children‘s rights-based approaches seem to influence educators‘ practice; however, irrespectively of the educational approach, educators tend to disregard implicit/explicit discrimination that is evident in children's lives. 'Too young to notice' and 'no problem here' attitudes seem to dominate educators‘ practice and raise limitations in dealing adequately with social justice and equity issues. Firstly, this thesis suggests the need to move away from 'dualistic' and oppositional dichotomies that seem to have dominated contemporary research and theory, both in relation to theorising children‘s social identities (e.g. 'fixed'/fluid) and theorisations of childhood (e.g. agents and mature / interdependent and immature). Secondly, there is a need for early childhood pedagogies, practices and policy to 'listen' more actively and closely to young children and to engage with the complex and dynamic nature of their social relationships. It is thus suggested that current early childhood practice should actively promote children-rights based approaches. At the same time, this thesis considers whether we should be moving towards a children‘s human rights-based approach, which promotes children‘s rights and goes beyond children's participatory rights, engaging more actively with issues around fairness, unfairness and respect. This thesis also argues for proactive, anti-discriminatory, reflexive and interventionist social justice and equity approaches in early childhood. Thirdly, there is a general challenge both in policy and practice regarding balancing between universalism (collective identities) and specificity (diversity).