In the curriculum for the subject of Swedish reading of literary texts is justified by ideas that literary reading will make the student learn more about the environment in which he/she lives, about herself/himself, as well as about others. It is well stated by previous research that what readings that is required and formulated in, for example, assignments or book talk, is important in how the text is discerned by the reader. It is therefore interesting to analyse what readings the student is required or invited to perform when literary reading is examined in national tests, a testing form that concerns all students in upper secondary school, and where one of its official aims is to concretize the curriculum. The aim of this thesis is to investigate what readings of literary texts are required or desirable in national tests in order to see what kind of reader the school is creating. This is done by studying how the student is positioned, by interpellations, in the tests. The thesis also has an historical approach, focusing on interpellation and reader subject. The empirical material of the study consists of all tasks that require reading of literary texts that have been used in national tests in upper secondary school in the subject of Swedish, from the year 1968 to 2013. The theoretical and methodological framework is discourse analytical with focus on positioning analyses, which is combined with analysis of readings, from the research field of literary didactics. The results show what readings that have been more or less frequent during the period.  Also the analyses of how the assignments are constructed display how the student is positioned in terms of competences, and in what way the reader subject is produced within the literary examinations.  For example, if the text should be read with a focus on form, as a societal argument, or in order to be an inspiration for the student´s own life, this will in itself create a reader that has a knowledge of how to analyse literature, is able to write about societal issues or is willing to talk about him/herself. The three prominent reading subjects that the study highlights are subjects with a knowledge of literature, with a knowledge of psychology and subjects with a knowledge of societal issues. The historical approach also shows that the student is provided with more and more information in how to read the text over time, which shows that the assignments work as a scaffold but at the same time gives the student a specific outlook on how to read literature in the later tests.

This licentiate thesis describes an investigation of participation and achievement in undergraduate physics courses with a discourse analytical lens. Issues of unequal participation have been a growing concern for the physics education research community. At the same time, these issues have not been explored to any large extent using already developed theoretical tools from fields of social science and humanities. This thesis builds on earlier studies in physics education research but crosses disciplinary boundaries to bring in perspectives from gender studies. The two papers use a discourse theoretical framework to explore what it might mean to participate in physics, whether that is one’s primary subject or not, in courses in electromagnetism and quantum physics. A general conclusion that can be drawn from these empirical studies is that physics courses may often be taught from a narrow physics perspective, and that this may limit the possibilities for identification for many students. For instance, engineering students whose main area was not physics failed to see much significance in studying electromagnetism and then just “studied to pass”. Additionally, students on physics programmes may find that the limited positions in quantum physics which can be characterized as mainly focused on “calculating”, are hard to reconcile with their interest in physics. Using a discourse perspective, I broaden this critique to a discussion of the culture of physics: What does it mean to become a physicist and what physics culture follows from different “productions” of physicists? These results inform continued research in physics education by raising issues of identity and providing critical frameworks for exploring them. They also point to the importance of including broad views of physics in courses. Critically examining participation in physics, this thesis aims at widening the discussion and provide new ways to talk about these issues in physics education research.

Essa pesquisa pretende ensaiar uma possível relação entre a Análise do Discurso de linha francesa (AD) e a Psicanálise (Freud e Lacan). Para realizar tal intento, tentaremos compreender a noção de silêncio a partir de conceitos de ambas as teorias. Da Análise do Discurso, utilizaremos conceitos como: ideologia, formações discursivas, paráfrase, polissemia, posição sujeito e os esquecimentos enunciados por Pêcheux. Da Psicanálise, utilizaremos conceitos como os de ato-falho, sujeito, Outro, nó-borromeo e inconsciente. Deste modo, realizaremos aproximações do campo do sentido e do non-sense, o que nos permitirá compreender como a dialética entre sujeito e linguagem é operada pelo silêncio que ilustra o aspecto do impossível nessa relação. Para elucidação dessa temática teremos como corpus O esquecimento de nomes próprios, publicado por Freud em três diferentes versões: em artigo publicado no jornal Monatsschrift fur Psychiatrie und Neurologie (1898/1987); no capítulo O esquecimento de nomes próprios, presente em Sobre a Psicopatologia da Vida Cotidiana (1901/1987); em duas cartas escritas à Fliess sobre essa temática (1898,1898/1986).Observaremos como essas três versões se relacionam e legitimam a constituição das posições-sujeito de Freud, bem como o aparecimento do sujeito do inconsciente na cadeia significante. Essas torções subjetivas assim como o aparecimento do sujeito do inconsciente, ocorrem, como veremos, por esse aspecto do silêncio na linguagem que remete a um duplo impossível: diante do dito e diante do Real. Isso nos remeterá à incompletude da linguagem e à opacidade do sentido, que podem ser entrevistas através de recortes no texto de Freud que indicam movimentos parafrásticos do autor. Deste modo, a partir das pistas linguístico-discursivas encontradas no texto, é possível compreender conceitos essenciais a ambas as teorias que remetem a constituição subjetiva na atualidade. (FAPESP) / This study aims to essay a possible relationship between French Discourse Analysis (DA) and Psychoanalysis (Freud and Lacan). In order to carry out this purpose, we shall attempt to understand the notion of silence by means of concepts from both theories. From Discourse Analysis, we shall use concepts such as ideology, discursive formations, paraphrase, polysemy, subject-position and the oblivions enunciated by Pêcheux. From Psychoanalysis, we shall use concepts such as the faulty achievement (Fehlleistung), subject, Other, the Borromean knot and the unconscious. In this manner, we approach the field of meaning and of non-sense, allowing for an understanding of how the dialectic between subject and language is operated through silence, a silence which illustrates the aspect of the impossible in this relationship. In order to elucidate this theme, we present as corpus the text \"Forgetting of Proper Names\", published by Freud in three different versions: an article published in a newspaper of the time, the chapter of The Psychopathology of Everyday Life, and two letters on this topic written to Fliess. We shall observe how these three versions interrelate and legitimize the constitution of the subject-positions of Freud, as well as the appearance of the subject of the unconscious in the signifier chain. This occurs, we shall verify, due to this aspect of silence in language, which refers to a double impossibility: both in face of the said and in face of the Real. This will refer us to the incompleteness of language and the opacity of meaning, which can be glimpsed through extracts of Freud\'s text that indicate the authors paraphrasial movements. Thus, from the linguistic-discursive clues found within the text, it is possible to grasp concepts key to both theories, which refer to subjective constitution in the present day. (FAPESP)

<p>The purpose of the present thesis is to demonstrate in detail and by concrete example the construction of music as autonomous. It studies how the basic categories constituting the discourse of musical autonomy get reproduced in commercialized and mass-produced and at the same time institutionally authorized texts. The texts under examination consist of a number of sleeve-notes all concerned with the symphonies of Johannes Brahms.</p><p>In the first two chapters the purposes as well as the theoretical framework and the methodological procedures of the study are presented. The third chapter provides an historical account of the discourse of musical autonomy. In the fourth chapter the basic categories of this discourse are identified. Each of these categories is discussed at length and their implications clarified. The fifth chapter comprises a text- and discourse analysis that purports to elucidate the internal structure of the texts as well as the relation between text and context. The sixth chapter seeks to determine the extent to which the texts can be seen as structured in accordance with the central categories of musical autonomy. The chapter argues that the texts under examination must indeed be understood as representing the symphonies of Johannes Brahms as autonomous and self-sufficient objects. The seventh and last chapter is concerned with the complex relation between power, knowledge and the constitution of subjectivity in the discourse of musical autonomy. The chapter identifies and discusses some of the operations of power relating to the constitution of the listening subject and to the disciplining of the human body, operations inextricably tied to the production and communication of knowledge within the discourse of musical autonomy.</p><p>Thus, the real subject of this thesis is the discourse of musical autonomy itself. Its contribution to the ongoing discussion of musical autonomy lies at the level of exemplification: it picks out one of the places where this discourse gets reproduced and demonstrates in detail how that reproduction comes about. But it goes further than that in its attempt to highlight the power relations lying at the heart of the representation and communication of apparently autonomous musical works.</p>

The purpose of the present thesis is to demonstrate in detail and by concrete example the construction of music as autonomous. It studies how the basic categories constituting the discourse of musical autonomy get reproduced in commercialized and mass-produced and at the same time institutionally authorized texts. The texts under examination consist of a number of sleeve-notes all concerned with the symphonies of Johannes Brahms. In the first two chapters the purposes as well as the theoretical framework and the methodological procedures of the study are presented. The third chapter provides an historical account of the discourse of musical autonomy. In the fourth chapter the basic categories of this discourse are identified. Each of these categories is discussed at length and their implications clarified. The fifth chapter comprises a text- and discourse analysis that purports to elucidate the internal structure of the texts as well as the relation between text and context. The sixth chapter seeks to determine the extent to which the texts can be seen as structured in accordance with the central categories of musical autonomy. The chapter argues that the texts under examination must indeed be understood as representing the symphonies of Johannes Brahms as autonomous and self-sufficient objects. The seventh and last chapter is concerned with the complex relation between power, knowledge and the constitution of subjectivity in the discourse of musical autonomy. The chapter identifies and discusses some of the operations of power relating to the constitution of the listening subject and to the disciplining of the human body, operations inextricably tied to the production and communication of knowledge within the discourse of musical autonomy. Thus, the real subject of this thesis is the discourse of musical autonomy itself. Its contribution to the ongoing discussion of musical autonomy lies at the level of exemplification: it picks out one of the places where this discourse gets reproduced and demonstrates in detail how that reproduction comes about. But it goes further than that in its attempt to highlight the power relations lying at the heart of the representation and communication of apparently autonomous musical works.

Essa pesquisa pretende ensaiar uma possível relação entre a Análise do Discurso de linha francesa (AD) e a Psicanálise (Freud e Lacan). Para realizar tal intento, tentaremos compreender a noção de silêncio a partir de conceitos de ambas as teorias. Da Análise do Discurso, utilizaremos conceitos como: ideologia, formações discursivas, paráfrase, polissemia, posição sujeito e os esquecimentos enunciados por Pêcheux. Da Psicanálise, utilizaremos conceitos como os de ato-falho, sujeito, Outro, nó-borromeo e inconsciente. Deste modo, realizaremos aproximações do campo do sentido e do non-sense, o que nos permitirá compreender como a dialética entre sujeito e linguagem é operada pelo silêncio que ilustra o aspecto do impossível nessa relação. Para elucidação dessa temática teremos como corpus O esquecimento de nomes próprios, publicado por Freud em três diferentes versões: em artigo publicado no jornal Monatsschrift fur Psychiatrie und Neurologie (1898/1987); no capítulo O esquecimento de nomes próprios, presente em Sobre a Psicopatologia da Vida Cotidiana (1901/1987); em duas cartas escritas à Fliess sobre essa temática (1898,1898/1986).Observaremos como essas três versões se relacionam e legitimam a constituição das posições-sujeito de Freud, bem como o aparecimento do sujeito do inconsciente na cadeia significante. Essas torções subjetivas assim como o aparecimento do sujeito do inconsciente, ocorrem, como veremos, por esse aspecto do silêncio na linguagem que remete a um duplo impossível: diante do dito e diante do Real. Isso nos remeterá à incompletude da linguagem e à opacidade do sentido, que podem ser entrevistas através de recortes no texto de Freud que indicam movimentos parafrásticos do autor. Deste modo, a partir das pistas linguístico-discursivas encontradas no texto, é possível compreender conceitos essenciais a ambas as teorias que remetem a constituição subjetiva na atualidade. (FAPESP) / This study aims to essay a possible relationship between French Discourse Analysis (DA) and Psychoanalysis (Freud and Lacan). In order to carry out this purpose, we shall attempt to understand the notion of silence by means of concepts from both theories. From Discourse Analysis, we shall use concepts such as ideology, discursive formations, paraphrase, polysemy, subject-position and the oblivions enunciated by Pêcheux. From Psychoanalysis, we shall use concepts such as the faulty achievement (Fehlleistung), subject, Other, the Borromean knot and the unconscious. In this manner, we approach the field of meaning and of non-sense, allowing for an understanding of how the dialectic between subject and language is operated through silence, a silence which illustrates the aspect of the impossible in this relationship. In order to elucidate this theme, we present as corpus the text \"Forgetting of Proper Names\", published by Freud in three different versions: an article published in a newspaper of the time, the chapter of The Psychopathology of Everyday Life, and two letters on this topic written to Fliess. We shall observe how these three versions interrelate and legitimize the constitution of the subject-positions of Freud, as well as the appearance of the subject of the unconscious in the signifier chain. This occurs, we shall verify, due to this aspect of silence in language, which refers to a double impossibility: both in face of the said and in face of the Real. This will refer us to the incompleteness of language and the opacity of meaning, which can be glimpsed through extracts of Freud\'s text that indicate the authors paraphrasial movements. Thus, from the linguistic-discursive clues found within the text, it is possible to grasp concepts key to both theories, which refer to subjective constitution in the present day. (FAPESP)

Previous research has shown that welfare recipients are subject to prejudicial attitudes from others while welfare recipients themselves experience feelings of shame related to their need to apply for help for their subsistence. The aim of this study was to analyse how welfare recipients are depicted in Swedish newspaper media in order to better understand the role that the media can potentially play in how welfare recipients are perceived by others and by themselves. The empirical material consists of 74 articles published in two leading Swedish tabloid newspapers - Aftonbladet and Expressen - during the years 2011 and 2017. With Ernesto Laclau &amp; Chantal Mouffe’s discourse theory, we have been able to identify six discursive subject positions that welfare recipients are offered in the material. Our findings show that these subject positions contribute to creating a picture of “deserving” and “undeserving” welfare recipients with the latter representing a threat to the cornerstones of the Swedish welfare state. This picture, however, is not static and between 2011 and 2017, subject positions that can be seen as “undeserving” have become more dominant in the discourse around welfare recipients.

This thesis is a discourse analysis of six rape trials, with the intention to analyze how the plaintiffs’’ resistance is described. The overall aim is to investigate whether there are forms of resistance that the courts find more desirable and if there are any rules for how resistance should manifest itself. I will also investigate how the rape is itself described by the plaintiff and courts, respectively. I will analyze how this affects the understanding and attitude toward what has happened. My discourse analysis instrument aims to highlight that there are rules that govern the words of the plaintiffs’ testimony during a trial. The discursive analysis that I apply is based on a social constructionist view, which means that there is not an objective truth and thus the language utilized acts to shape reality. In this analysis, I identify something called a “norm of resistance”, which means that courts treat certain forms of resistance preferentially: specifically the plaintiff must be seen to clearly establish her non-consent to the sexual act by her physical resistance. The resistance should have the intention of making the accused stop, and the resistance should also be based on the defendant's behavior. Witnesses in cases where the indictment was upheld are characterized by the plaintiffs providing logical explanations for her actions and resistance. In cases where the indictment was dismissed the plaintiff described something, which I see, as an internal resistance. The internal resistance is characterized by the plaintiff establishing non-consent by being physically passive. Here I would argue that internal resistance makes the plaintiffs' testimony abortive, because they do not follow the rules of legitimate resistance. In the second chapter, I will examine how the "rape" is described in court. In Swedish law, the sexual act is called sexual intercourse. The analysis of the description of sexual acts will show these descriptions to be based on norms of sexual behavior, where passivitvity from the plaintiff during the rape is a sign that the “sexual act” is mutual. When courts label the sexual act as mutual, the act is not seen as violent, but as purely sexual.

This study seeks to identify discourses on ethnic minority children in the preschool system of Copenhagen, and in extension investigate what consequences the discourses have to the “subject position” of the children. The study includes a small-scale qualitative study of Copenhagen institutions based on the collection of three semi-structured interviews with preschool pedagogues. Additionally, the “Inclusionguide” from the municipality of Copenhagen have been included to strengthen the analysis. The material has been analysed using a range of theoretical concepts of Michel Foucault. Based on the analysis, the thesis identifies several elements, which permeates discourses surrounding ethnic minority children. The thesis concludes that discrepancies between the institutional sphere and the family sphere can cause the children be categorised as “wrong” or “abnormal” according to the discourses reproduced in the institutions. Furthermore, the thesis suggests that discourses are based on dualistic assumptions and controlling power relations, and are problematic to challenge.

Raymond Williams argues that a community’s cultural texts naturally draw upon its lived experience, and are thus a trustworthy expression of life within that community. This thesis explores the subject positions expressed in two contemporary texts—Wang Yuan’s Lipstick (又 红), and Ning Ying’s I Love Beijing (夏日暖洋洋)—to understand how urban Chinese individuals experience and comprehend the transformations convulsing their cities. To facilitate this, my primary goal in this thesis is to build a theoretical framework that uses the psychoanalytic work of Jacques Lacan and Slavoj Žižek to create the concept of the fantasy construction of the desiring subject. Using this concept, and drawing on two aspects of the cultural theories of Walter Benjamin—his heavily citational methodology and his theory of the flâneur—I examine the role of fantasy in the construction of contemporary urban Chinese individuals as desiring subjects. / Graduate / 0305 0295 / stetard@me.com