The purpose of this master’s thesis is to examine the relationship between mothers and sons in Mustafa Can’s Tätt intill dagarna: Berättelsen om min mor (Close to the days: The story of my mother) from 2006, Theodor Kallifatides’ Mödrar och söner (Mothers and sons) from 2007 and Ocean Vuong’s On Earth We’re Briefly Gorgeous from 2019. These novels examine themes of migration and motherhood through the perspective of the sons, who all write semi-autobiographically about their mothers.   This thesis uses a broad theoretical framework, with postcolonial theories of hybridity and double consciousness alongside motherhood studies as the primary sources. Works by Frantz Fanon, Homi K. Bhabha, Sara Ahmed, and Marianne Hirsch, are, alongside others, used in purpose of creating a nuanced understanding of the relationships between mother, son and place, as these relations are portrayed in the novels.   The analysis is divided into three chapters, where the novels are represented by one chapter each. The final part of the thesis is a comparative discussion, in which the novels are read alongside each other, in order to draw conclusions on the ways in which these authors represent the relations between mother and place, and how this affects the sons’ feelings of identity. In summary, this thesis shows that the mothers play an important role in their sons’ subject formations, and that the sons’ relationships with their home countries are affected by, or correlated to, their relationships with their mothers. This is done using imagery of nature, portrayals of language barriers, and other descriptions of fragmented identities.

Syftet med den här studien är att bidra med kunskap om fritidshemslärares uppfattningar kring användandet av digitala lärresurser i fritidshemmet och hur de använder digitala lärresurser för att motivera elevernas lärande. För att få svar på våra forskningsfrågor har vi intervjuat sex utbildade fritidshemslärare på två skolor belägna i södra Sverige. De berättade om sina uppfattningar av digitala lärresurser samt hur de används för att motivera elevernas lärande. Vi har använt oss av två fenomenologiskt inriktade begrepp, erfarenhet och riktadhet, samt SAMR-modellen för att analysera resultatet i vår undersökning. I resultatet framkommer det att fritidshemslärarna eftersträvar en vidare digital kompetens. Det framkommer också att majoriteten förespråkar att digitala lärresurser ska användas mer på fritidshemmet. Resultatet visar även att det skiljer sig i både utförande och planering hur digitala lärresurser används för att bidra till elevers motivation att lära vidare. Diskussionen belyser i linje med tidigare forskning att användningen av digitala lärresurser kan begränsas utifrån fritidshemslärarnas digitala kompetenser. Studien visar att digitala lärresurser sällan används i ett pedagogiskt syfte och därför kan ett kritiskt förhållningssätt bli svårt att utveckla hos eleverna. / The purpose of this study is to contribute knowledge about after-school teachers 'perceptions about the use of digital learning resources in the after-school center and how they use digital learning resources to motivate students' learning. To get answers to our research questions, we interviewed six trained after-school teachers at two schools located in southern Sweden. They talked about their perceptions of digital learning resources and how they are used to motivate students' learning. We have used two phenomenologically oriented concepts, experience and focus, as well as the SAMR model to analyze the results of our study. The results show that after-school center teachers strive for further digital competence. It also appears that the majority advocates that digital learning resources should be used more in the after-school center. The results also show that it differs in both design and planning how digital learning resources are used to contribute to students' motivation to learn further. The discussion highlights in line with previous research that the use of digital learning resources can be limited based on the digital skills of after-school teachers. The study shows that digital learning resources are rarely used for a pedagogical purpose and therefore a critical approach can be difficult to develop in students.