Accounting for indigenous forms of sovereignty poses difficult problems for the discipline of International Relations, which is framed by the story of the modern, territorial European state. Most attempts to conceptualize Aboriginal nations in the international system confirm the modern state as the benchmark for sovereignty. In this dissertation I address the problem of how to incorporate Aboriginal peoples into IR without granting the modern European state as the only legitimate form of sovereignty. I proceed through an examination of key moments in the European colonization of the Americas, from first contact through the geographic isolation of indigenous peoples onto reservations. In each case it is demonstrated that the assumption of “formal” sovereignty – based on recognition, and with insufficient regard for historical context – underpinning conventional IR accounts of colonialism is inadequate to theorize colonialism. I argue that colonialism is not a story of political-legal recognition (sovereignty), but of politicaleconomic social relations – specifically the appropriation of land (property). My contribution to the discipline is two-fold. First, I contribute to a richer understanding of sovereignty. Establishing sovereignty over territory in the New World allowed the English (and then American) state to set the legal, political and cultural framework for the private acquisition of land. Second, rather than using indigenous nations only as a foil for modern sovereignty, or as victims in a narrative of colonial domination, I make the case for incorporating the political agency of Indigenous communities into IR's account of colonialism. Far from the passive victims implied by conventional IR, they were central to a dynamic history of resistance and compromise, and their interactions with Europeans shaped modern sovereignty in lasting ways.

Every other youth in Sweden doesn't feel included in society. Youths don't feel represented or visible in the societal development, and urban planners find it hard to include youths in planning processes. Therefore this paper aims to explore the methods, challenges and possibilities concerning youth-inclusion in the urban planning of the swedish municipality of Linköping. The study is conducted through a thematic analysis of interviews with employees at the planning department of Linköping, as well as a content analysis of strategic documents produced by the department. The results found that the municipality uses a plethora of different methods to include youths in planning processes, but they face challenges regarding low turn-ups, communication barriers as well as trying to sustain the youth perspective in an adult-driven process. The study found that methods for involving youth have to be adapted to the target group. However, youths are often generalized into a single group targeted with the same methods, but individual differences should be accounted for. In practice, that approach is resource-intensive. / Varannan ungdom i Sverige känner sig exkluderad i samhället. Ungdomar känner sig inte representerade eller synliga i samhällsutvecklingen, och samhällsplanerare finner det svårt att inkludera ungdomar i planprocesser. Studien syftar till att utforska de metoder, utmaningar och möjligheter som Linköpings kommun har gällande involvering av ungdomar i den fysiska planeringen. Studien baseras på en tematisk analys av intervjuer med anställda på kommunens planeringskontor, samt en innehållsanalys av strategiska dokument utgivna av planeringskontoret. Resultaten visade att kommunen använder sig av en mångfald av metoder för att inkludera ungdomar planprocesser, men står inför utmaningar angående antalet unga som deltar, kommunikationsbarriärer samt vikten av att bevara ungdomsperspektivet i processer som drivs av vuxna. Metoder för ungdomsinvolvering måste anpassas för målgruppen. Ungdomar generaliseras ofta som en grupp, men individer har olika preferenser vilket borde speglas i metodvalet. Det är i praktiken ett tillvägagångssätt som är resurskrävande.

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Education harbours some of the most pervasive contradictions in contemporary India. While it produces world famous human capital enhancing the country's rising competitiveness as a global ‘knowledge economy', millions of children still lack access to basic education. In Kerala, a state famous for the success of its educational achievements, the benefits of education that can be gained by those in the lower strata of society continue to be marginal regardless of policies of positive discrimination. Focusing on youth at the higher secondary school level (grades 11-12), ‘the primary bottleneck in the education system today' (World Bank 2012), this thesis seeks to understand the social processes that go into making education a key resource to the (re)production of inequalities. Based upon a year's ethnographic fieldwork in and around two schools in Ernakulam, South India, this thesis examines the ways in which two distinct groups of youth – one attending a top end private English medium school at the heart of a city and the other educated in an institution at the bottom of the schooling ladder – inhabit their final year of schooling and generate future projects and aspirations. I located their experiences at the intersection of the two educational sites par excellence: the school and the house. In the city, middle-class schooling and parental regimes attempt to orient youth's lives towards the acquisition of multiple competences aimed at enhancing their individual prospects towards becoming competitive professionals, depicted as garnering maximum amounts of wealth and prestige in today's globalised economy of paid employment and migration. At the fringes of middle-class urban life and the quest for professionalism, youth are becoming subject of an increasing ghettoisation: only the educationally, financially and socially poor are left to attend their school. In that stark scenario, education emerged as central to both youth performances of class, status and gender. They constructed and embodied identities based on education and more generally with ideas of competence. This creative work revealed an overtly hierarchical field formed of distinctive peer groups engaged in overt practices of exclusion and inclusion according to imagine futures: mostly elusive fantasies that reveal the youth marked by uncertainties in a time shaped by rising expectations and increasingly intricate and unequal paths leading to them.