It is the existence of trauma and its associated responses that categorize refugees as different from other migrants. These circumstances create significant and complex special needs which this thesis suggests should be addressed (initially) on resettlement programmes. Because of the high vulnerability of refugees as a consequence of previous losses and their exposure to sustained deprivation, empathy must be a primary requisite of teachers who are responsible for delivering these programmes. This thesis enquires whether the teaching methodology and approach for refugee resettlement programmes, however, should entail more than just an empathic disposition and indeed whether educational programmes should seek to address the unique and very special needs of refugees through the imparting of 'critical' skills and strategies. Furthermore, the thesis investigates the various educational theories and approaches that appear to have particular correspondence with the unique needs of refugees.The six-week period at the Mangere Refugee Reception Centre represents a significant moment in the lives of refugees. It is for many the turning point from their traumatic past to a future of hope. During this 'renaissance' period, the Centre for Refugee Education under the auspices of AUT University, offers an education programme for all quota refugees. It is this programme, in particular, that forms the focus of this thesis; however the principles and recommendations have wider ramifications and could (with modifications) equally apply to refugee provision in the wider sector. The broad aim of this thesis is to investigate what it is that refugees need on arrival in New Zealand and the extent to which the content and methodology of the orientation programme offered to refugees can be enhanced to better support and prepare refugees for the transition into New Zealand society. A teaching approach heavily nuanced by the post-structural appropriation of critical theory is discussed and it is proposed that this approach in conjunction with collaborative, participatory and constructivist elements could form a 'refugee-centred approach' which has the potential to more effectively and appropriately address the specific needs identified as pertaining to refugees. An oft-heard criticism of 'critical theory' and its many renderings is that it is 'too theoretical' and difficult to implement. This thesis argues that the post-structuralist interpretation can, indeed translate into practice and suggestions for its pedagogical implementation represent a key outcome of this research.

The aim of this study is twofold; To analyse and understand how well small-scale farmers seed production system from i.e Ladakh, India have been recognised in the 1966 seed policy bill and compare it with the newly released 2019 seed policy draft as well as examining potential effects if the draft is enacted. This has been done by using a post-structural policy analysis developed by Carol Bacchi and Susan Goodwin called “What is the problem represented to be”. The method has enabled for an in-depth and critical examination of the two policies in relation to the posed research questions. To be able to put the result into context and answer the questions, an analytical framework made frompost-structuralism, power relations and literature review is explained. This study concludes the problem representation to be the same for both policies, being disbelief in farmers seed production system, and that it is of disadvantage for the small-scale farmers in relation to seeds in Ladakh. This, due to its definitions and expressions of farmers and the liberal/neoliberal reasoning. Instead, the reasoning gives advantage to seed dealers and companies by favouriting Intellectual Property Rightsand a free market over farmers seed production systems and knowledges. Furthermore, this revelation resulted in a low representation for the small-scale farmers in Ladakh as they are viewed as inept of providing seeds of good quality to the market. It has also been noted that Ladakh as a remote area does not receive any special attention regarding their unique high-mountainous climate. Conclusively, the policies tend to subject all areas and farmers in India in a homogenous manner which is problematic in terms of rationality and perspectives in the policies. The lack of recognition for smallscale farmers in Ladakh and their seed production system increases the risk of further environmentaldegradation, loss heirloom seeds connected to culture and traditions and an increase of dependency onlow-land India. The author concludes that it is of relevant that small-scale farmers knowledges, not only from Ladakh, regarding seed production are incorporated in the policies. This, to eradicate on its homogeneous and inequality traits as well to minimize threatening scenarios that might result from a liberal agenda.

Cyberspace offers many opportunities but is also a very hostile place for women. Studies claim that women are disproportionally affected by certain cybercrimes and suffer frequent rights violations in cyberspace. The aim of cybersecurity policies is, among others, to protect citizens from different cyberthreats and the EU has a vital role in designing such policies. This involves portraying what issues are seen as cyberthreats and in extension, which issues are prioritized over others. Therefore, it is important to problematize what key EU bodies depict as cybersecurity threats and how they incorporate gender in their cybersecurity policy and strategy. This study uses post-structural feminist theory to analyze the EU cybersecurity discourse and its implications for women’s rights. This is because the theory emphasizes the deconstruction of discourse to showcase hidden gendered power dimensions. It is a qualitative case study that uses the framing method to identify the discursive construction of threats, priorities, and key issues, and McPhail’s feminist policy analysis framework to investigate how gender is incorporated in the discourse. The findings confirm previous research, which states that cybersecurity is mainly state-centric and securitized and gender is silenced in the overall discourse. Among the five distinct frames that I identified in the discourse on cybersecurity, none includes a gendered perspective. No official EU document adopts or argues for a gender-sensitive approach to cybersecurity. Gender is only mentioned with regard to empowering women in the STEM sector, although the European Parliament stresses the need to target cyberviolence against women. The study concludes that a gender-neutral approach to cybersecurity has negative implications for women’s rights, as cybercrimes and violates women endure are overlooked and deprioritized in comparison to a gendered approach. This is because it is more likely that political measures can be taken if the policies and actors acknowledge the gendered issues, which then have positive implications for the protection of women’s rights in cyberspace.

The popularity of mobile period tracker apps, designed to help women track their periods and fertility, has skyrocketed over the past decade. The target audience is people who menstruate, most often women. There are numerous articles on personalisation in mobile apps, but personalisation in mobile period tracker apps has been little studied. Therefore, in this thesis, I analyse the ways of collecting information about users and personalising the user's account in the period tracker apps, as well as whether this personalisation meets the needs of female users. My research question is: How could the personalisation of mobile period tracker apps be improved through design to meet real users' needs? The study builds on the user experience (UX) design process and consists of the following phases: UX research, design, and user testing. In addition, it includes an ideation part. I used post-structural feminist theory from the perspective of Judith Butler's work as a framework. I conducted seven semi-structured interviews with female users who actively use period tracker apps. I studied three chosen period tracker apps using the walkthrough method and conducted a co-design workshop using the themes identified through the thematic analysis of the interviews. The research output is a design solution tested on five participants of the study and then iterated. Through my work, I contribute to studies of reproductive technologies and the field of feminist human-computer interaction (HCI) through suggestions on personalisation.

This thesis examined why an actor in the labor market, namely Volvo Cars, promotes parental leave. Previous research has shown that workplace-related factors are important for parents' use of parental leave. The purpose of this thesis was thus to highlight how actors in the labor market have the ability to influence the use of parental leave and, by extension, the development of gender equality. This thesis utilized an explanatory analysis of two policy documents and an information film about the Family Bond and three interviews with employees at Volvo Cars. The results showed that one of the reasons why Volvo Cars introduced the "Family Bond" is the company's desire to create equal opportunities for all. "Family Bond" is thus also part of Volvo Cars' inclusive approach in the sense that the company recognizes that parenting and family constellations can look different. A second reason for the implementation is Volvo Cars' aim to contribute to equal parenting. In addition, Volvo Cars believes that paid parental leave, by enabling the company to recruit and retain more women in the company, leads to more diversified perspectives which in turn drives innovation, creativity, improves productivity and the company's operations. A fourth reason for the introduction of the "Family Bond", which is also the most prominent, is that this parental leave policy is part of the entire Volvo Cars corporate culture, which is centered around the human being and the family.

This work offers a framework for researchers by linking service-dominant (S-D) logic to an intersubjective stream of philosophy of science. Service-dominant logic has resonated in marketing, but no existing research has attempted to link S-D logic with basic meta-theory to provide a framework. Since the range of philosophies of science (isms) referred to in the marketing literature is broad, varying from ‘realism’ to ‘relativism’, from ‘positivism’ to ‘constructivism’ and from ‘structuralism’ to ‘post-structuralism/postmodernism’, first the different isms are grouped into four main groups/streams and then S-D logic is analyzed and classified according to these streams. The four streams are: object-orientation (realism, positivism, empiricism, and so on); subject orientation (constructivism, interpretivism, and so forth); intersubjective orientation (social constructionism, pancritical rationalism, methodological constructivism, and so on); and sign orientation (post-structuralism, postmodernism, and variations). S-D logic is mainly underpinned by an intersubjective orientation and has a huge potential for further development both in and for marketing if seen from a sign-orientated, post-structural perspective and linked to the theory of practices.

Research into the phenomenon of youth suicide is typically guided by quantitative methodologies focused on young people who have attempted or died by suicide. Questions related to epidemiology, etiology, and the development of actuarial measures of risk are often the drivers of these particular kinds of research. Similarly, research into school-based youth suicide prevention curricula is predominantly focused on quantitative measures of the degree to which young people acquire knowledge or change attitudes about suicide, after exposure to a delivered program. Grounded in post-structural ideas, the purpose of this thesis is to expand upon these mainstream inquiries into youth suicide prevention education through close exploration and analysis of how “suicide” is discursively produced within the context of a classroom delivered curriculum. This study will pay particular attention to the discursive productions of suicide in the curriculum, as well as how these productions result in the constitution of particular objects, concepts, and subjectivities. Transcripts of “naturally occurring classroom talk” will serve as the site of analysis. Troubling contemporary “truth regimes” about suicide and its prevention through close analysis of the discursive frames by which they are produced offers up the potential of re-imagining new possibilities for thinking about and delivering youth suicide prevention education.

Research into the phenomenon of youth suicide is typically guided by quantitative methodologies focused on young people who have attempted or died by suicide. Questions related to epidemiology, etiology, and the development of actuarial measures of risk are often the drivers of these particular kinds of research. Similarly, research into school-based youth suicide prevention curricula is predominantly focused on quantitative measures of the degree to which young people acquire knowledge or change attitudes about suicide, after exposure to a delivered program. Grounded in post-structural ideas, the purpose of this thesis is to expand upon these mainstream inquiries into youth suicide prevention education through close exploration and analysis of how “suicide” is discursively produced within the context of a classroom delivered curriculum. This study will pay particular attention to the discursive productions of suicide in the curriculum, as well as how these productions result in the constitution of particular objects, concepts, and subjectivities. Transcripts of “naturally occurring classroom talk” will serve as the site of analysis. Troubling contemporary “truth regimes” about suicide and its prevention through close analysis of the discursive frames by which they are produced offers up the potential of re-imagining new possibilities for thinking about and delivering youth suicide prevention education.

Despite the fact that the introduction of reserved parental leave has resulted in a success for gender equality in general, there are parties in the Swedish Parliament that oppose this reform, the Christian Democrats being one of them. The purpose of the study was therefore to study the effects of the Christian Democrats' problem presentation regarding reserved parental leave. The essay's three research questions came from Carol Bacchi's WPR-approach, which aimed to find the party's problem presentation regarding reserved parental leave, what presuppositions these where based on, and what discursive and subjectification effects this gives. The study shows that the problem where parents' freedom of choice and high sickness rates. Based on feminist poststructuralism, we could see that the presuppositions turned out to be about a constructed categorization where sexual characteristics are set against each other. Finally, the study shows that this had several discursive- and subjectification effects where alternative problem presentations were excluded, and that individuals are limited based on the framework that the discourse sets up, which subjectifies people based on gender.

Doctor Educationis / This study investigates how two groups of African pupils, namely the low and high performers in standard 9 mathematics classes in some high schools in Mangaung, construct meaning of their African cultural, individual African identity and performance in mathematics respectively. The observation underpinning this investigation is that social structural factors have not gained much attention in research as bases for explaining differentiated performance in mathematics, hence this study. To arrive at the findings mentioned below, the study used three quantitative instruments namely Mboya's Self-Description Inventory II (MSDI-II), Rotter's I-E scale and Tuekman's Mathematics Attitude Scale (MAS). Four hundred pupils who constituted the sample that responded to these questionnaires were controlled as to confounding variables like, gender, social class, exposure to mathematics and future aspirations relating to this subject. MSDI-II and Rotter's I-E Scale accessed data relating to signification of African individual identity while MAS and one of MSDI-Il's subscale, Maths Ability were 'triangulated' to access data relating to signification of performance in Mathematics. To triangulate findings on these two variables as well as to allow the sampled pupils' voices to be heard, discourse analysis was conducted on the open interviews with the two groups of low and high performing pupils in their respective schools. This qualitative approach also enabled the study to access information relating to signification of African Cultural Identity. No quantitative instrument was found suitable for this purpose. Although the study is careful not to make strong causal inferences between meaning construction (signification) and performance, the results show that (i) low performers are not sure about whether they are Africans or not since according to them African cultural identity implies an obsolete and primitive way of doing things. They are unable to identify with this. High performers see African Cultural Identity as involving lived experiences which challenge them to transform their despised status as Africans (ii) Low performers are not as positive as high performers about Africanness (individual identity) and (iii) they are also not positively inclined towards mathematics and their own ability to perform well therein, while high performers are very positive as they see doing well in mathematics as an act of struggle that would enable them to improve their social standing and that of other Africans. On the basis of the above the study is able to conclude that low performers construct meaning of the mentioned factors in agreement with the dominant discourses that see Africanness as being primitive, incompetent and unable to adequately comprehend the intricacies of modem day subjects like mathematics. High performers on the other hand tend to contest this negative definitions about what it means to be an African (identity, culture and performance in mathematics). They are thus positioned within counter-hegemonic ideology and discourses in as far as their meaning construction is concerned. Grounded on the above findings and conclusions, the study recommends that efforts should not be spared to enable the low performers (and/or pupils at risk of failing) to adopt positive meaning making strategies of high performers. These strategies may be accompanied by enhanced positive feelings about self and what one is capable of, which may in tum also impact positively on performance in mathematics, in particular. The research further argues that this goal may be achieved through curriculum enrichment, guidance, counselling and teaching, couched in the framework of African Renaissance. Therefore further research needs to be conducted that will elaborate clearly (i) what the implications of African Renaissance are on education, teaching, learning and mathematics curriculum in particular, (ii) what are the most effective means of transferring high performers' strategies of meaning construction to the low performers in the context of African Renaissance and (iii) how to strengthen and further sustain the positive meaning making strategies among high performers. Recommendations relating to curriculum enrichment in the context of Curriculum 2005 and Outcomes Based Counselling are also made as well as suggestions for future relevant research based on the concepts generated in this research.