In the context of increasing technologicalization and the growing interconnectedness of our world through social media, this thesis aims to answer the question, why is disinformation not being sufficiently handled in the United States in the wake of the foreign meddling in the 2016 Presidential Elections, and what can and should be done about the threat? This master thesis therefore aims to delve into the inherent vulnerabilities in the U.S. societal fabric, and thus conduct an in-depth explanatory case study model analysis of what should be done to further combat and counteract disinformation and election meddling within the country. The author argues that disinformation and election meddling are not only a serious security threat, but are also not being properly handled as they are only being addressed technologically, and not through the realm of information, and societal resilience. This thesis therefore argues that strategic communication, which should be redefined and expanded in definition, should be used to combat disinformation campaigns to prevent further election meddling. The author posits that a two-level approach is best, one which aims to negate the negative disinformation campaigns through a single governmental body, while also addressing the root causes through education.

The contemporary topic and fear of information attacks making their way and altering the course of democratic elections is a common one for many nations at current times. New technologies, cyberspace, and the increasing risk of hybrid warfare, as well as the little and vague regulation present to manage these, pose an intimidating threat to nations trying to uphold their liberal democratic values; and the nations taking advantage of this new-found form of influence are well aware of this. This thesis centres on the topic of disinformation campaigns by the Russian state in foreign elections, namely those of Spain, Brazil, and Mexico. Particularly, it analyses the response policies from these nations, along with coordinated institutions, as a means of addressing these threats. Taking inspiration from Constructivist theory, and making use of the tools of comparative research, this paper conducts a thorough but straightforward analysis, searching for answers to its research question, and ultimately arriving at logic-founded conclusions regarding the importance of context in policy analysis, and the study of global security, and more importantly how its role is explained on the cases at hand.

This research builds on previous studies that have documented evidence of Professor Anna Craft’s concept of ‘Possibility Thinking’ (PT) as at the heart of creativity which involves children transitioning from ‘what is this?’ to ‘what can I or we do with this?’ as well as imagining ‘as if’ they were in a different role. My thesis titled “Communicating Possibilities” examines English nursery children's emergent creativity, exploring the three to four-year-old child as an artistic communicator and possibility thinker through a case study approach situated in one primary school in South West England. Three main research questions were posed concerning the ‘what, how, and why’ of creativity when children communicated through art; as well as exploring the nurturing role of others, and identity manifest through voice and learning experience. This doctoral study is essentially interpretivist in nature seeking to explain how people make sense of their social worlds, and is an exploration framed by culturally negotiated, shared meanings, and complex social relations. Data was collected over one school year, in three nine-week research phases by the following ethnographic methods: naturalistic observations; researcher diary; children’s creative journals; and practitioner interviews. These methods were repeated for each phase. Inductive and deductive data analysis was conducted. Undertaken over time as the project unfolded, a grounded theory approach was applied in total to 27 episodes. Micro event analysis of creative behaviours in action and narrative discourses of two kinds: peer-to-peer, and child-to-adult (teacher, early years practitioner, and my researcher dialogue) revealed four broad critical themes: Observing and documenting children’s creativity; What children can do together- recognising differences; Pedagogy of possibilities- developing a role; and The value of artistic communication in the nursery classroom. Each is discussed in terms of the key implications these themes hold for theory, policy, and early years practice.