This dissertation utilizes an autoethnographic methodology to explore experiences and memories from my own life, while applying a critical cultural and multidisciplinary lens to tell a story about how (un)learning is intertwined with living. By creating a story combining autobiographical elements, science fiction, and cultural critique, this work both draws the reader into reimagining what is possible (Dixon-Romån, 2017), while encouraging the reader to step outside of the conventional modes of academic learning, just as I did in writing it (Sousanis, 2015). This autoethnography includes five encounters inspired by Styres (2017) framework for centering indigeneity in learning (Adams & Jones, 2011; Ellis, 1995). Each encounter engages different embodied experiences (e.g. physical, cognitive, emotive, natural, and spiritual), and aligns it with personal memories that explore the realities and potentialities of trying to belong. This begins with my own self-identities and spirals outwards to include my role amongst various species, with others in society at large, across the planet, and in the Universe most broadly. Specifically, this research asks the question: what is it that I need to (un)learn to belong? This is just one story. It’s my story. So, while it is perhaps not broadly generalizable even for those individuals sharing pieces of my identities that often box us in, the knowledge produced through this type of critical and creative scholarship offers a generative path so “that others can take [it] in and use [it] for themselves… the kind of understanding that make[s] me want to do as well as understand” (Ellis, 2002, p. 401 & 404). By engaging and creatively analyzing content such as: my queerness, my settler colonial positionality, my whiteness, and my complicity in climate change I share the (un)learning I needed to start belonging better in this world. The fifth and final encounter attempts to share an experience of the spiritual all around us, all the time. By imagining a space where all beings are held sacred, it is my hope that we begin to see the possibilities of what we need to (un)learn to belong together.

Recent research expresses serious doubts on the concept of unlearning. It is argued that knowledge cannot be discarded or eliminated in order to make space for the creation of new knowledge. Taking into account the recent scepticism, we focus on the cognitive dimension of unlearning and propose an alternative conceptualization. Considering how far unlearning can go from a psychological/cognitive scientific perspective, we propose that unlearning is about reducing the influence of old knowledge on our cognitive capacity. This study: (a) investigates the unlearning process within the cognitive domain and on an individual level and (b) proposes unlearning process triggers that detract or facilitate the knowledge change process, which could subsequently contribute to unlearning on an organizational level.

This thesis investigates the effects of participating in activism on the people who struggle for social change. Using a critical pedagogical framework, the study contributes to the theorisation of 'social movement learning' by drawing distinctions between processes, outcomes and implications of learning, and by developing the concepts '(un)learning'and 'pedagogical adversaries'. The research examines how activists who participate in social and political action develop different perspectives of social change. The conclusions draw on data collected throughout 2014, specifically interviews with, and observations of, UK-based Egyptian activists who engaged in social action during the continuing 25 January revolution between 2011-2014. As activists reflect on their understandings in the context of revolution and counter-revolution, coup d'etat, elections, strikes and various forms of social and political change, they reveal many 'pedagogical entry points'. The findings illustrate that social movements are continuous processes and sites of important, rich and potentially transformative learning because they generate pedagogical moments through which activists can engage with and develop critical perspectives of the way the world is and should be. Analysis of social movement learning as (un)learning exposes the cumulative and continuing nature of learning and unlearning, and generates important insights into how social movements challenge established 'knowledge' and 'truths' to create progressive alternatives. Drawing on critical and radical theories of social change, the thesis demonstrates the importance of continuing to question conceptualisations of social change and of a political imagination that understands the pedagogical potential of disjuncture and challenge.

This dissertation features the stories of drag king performers. Through life story interviews coupled with participant observations, and informed by gender performance, poststructuralist, and psychoanalytic theories, this project examines the ways in which drag performers construct, take up and perform multiple subjectivities and how they benefit from multiple knowledges in their learnings and unlearnings. Through an examination of the creation and circulation of these drag king pedagogies, I suggest ways in which drag performers create and sustain gendered knowledge, while navigating difference and working with multiple discourses of identity, oppression, and power in a socially and economically diverse city. Participants’ perceptions of their gender identities point to the ways in which identity categories are insufficient. Each participant uses an existing identity label (e.g., transgender, tranny, boi) or a combination of existing labels, to understand their gender identities, even as their narratives point to the failures of fixed categories. It is my contention that the narratives of these particular performers highlight the multiplicity of all selves, and the ways in which all learnings and unlearnings are fragmented. Thus, drag king narratives have significant pedagogical value in examining the relationships between subjectivities and knowledge.

Studiens syfte var att undersöka avlärande vid onboarding ur ett HR-perspektiv. Avlärande innefattar det medvetandegörande, det övergivande och det omlärande stadiet, genom vilka föråldrade arbetssätt överges för att öppna upp utrymme för nya. Onboarding innebär de program en organisation skapar för att underlätta nyanställdas inträde i organisationen. Syftet för studien konkretiserades i de tre frågeställningarna: Hur arbetar organisationers HR-funktion med avlärandets tre stadier?, Hur arbetar organisationers HR-funktion med avlärandets tre stadier vid onboarding? och Hur relateras organisationers strategiska onboardingnivå till deras arbete med avlärande vid onboarding?. Material till studien insamlades genom sex semistrukturerade intervjuer med en stark teorianknytning. Intervjuerna genomfördes med respondenter från organisationers HR-funktion. De teoretiska ramverk som användes var Cegarra-Navarro och Wensleys (2019) teori om avlärande, teorin om Bauers (2010) fyra C, samt Bauers (2010) framställning av organisationers strateginivåer för onboarding.  En tematisk analys av undersökningens material utfördes och grundades i en deduktiv ansats där skildringen av teman föranledde resultatframställan. Studiens resultat visar att HR-funktioner saknar uttalade arbetssätt relaterade till avlärande. Trots detta indikerar studien att organisationers HR-funktioner kan belysa processer i vilka man kan tolkas arbeta med avlärandets medvetandegörande, övergivande och omlärande stadier både med befintliga medarbetare, samt i onboardingen av nya medarbetare. Vidare uppdagades att arbetet relaterat till avlärandets tre stadier kan skilja sig mellan organisationer på olika strateginivåer för onboarding, definierade utifrån teorin om strateginivåer för onboarding. / The aim of this study was to examine unlearning in relation to onboarding, from an HR perspective. Unlearning entails the stages of awareness, relinquishing and relearning in order to abandon obsolete patterns and create room for new ones. Onboarding implies the programs created by an organisation to facilitate the introduction of new employees. The aim of the study was broken down into three research questions: How does organisations’ HR functions apply the three stages of unlearning in their way of working?, How does organisations’ HR functions apply the three stages of unlearning in their onboarding processes?, and How does organisations’ onboarding strategy relate to their application of unlearning during onboarding?. The material of the study was collected through six semi-structured interviews strongly based on the study’s chosen theories. The interviews were conducted with respondents from organisations’ HR function. The theoretical frameworks used were Cegarra-Navarro and Wensley’s (2019) theory of unlearning, Bauer’s (2010) Four C’s as well as Bauer’s (2010) strategic levels of onboarding. A thematic analysis of the study’s material was carried out with a deductive approach where the themes identified laid the base for the results. The results of the study show that organisations’ HR functions lack explicit processes related to unlearning. Despite this, the study indicates that organisations’ HR functions can illustrate processes in which the three stages of unlearning, awareness, relinquishing and relearning, can be identified, both in regards to current and new employees. Furthermore the work related to the three stages of unlearning can differ between organisations on different strategic levels of onboarding, defined by the theory of strategic levels of onboarding.

<p>Nothing has been that consistent as the change is for the knowledge revolution to nourish and cultivate. Different forms of changes are occurring in organizations with the aim to improve the output performances. Health organizations have been more attached to the changes and the consequences that are brought with such changes. Such consequences are primarily connected with concepts of unlearning and learning. Any form of the change if initiated in organization asks for new routines learning, tasks conductions and the organizational cultural revolution. These new routines have been occurring at individual and organizational levels. The unlearning at any level in the organizational culture can be performed through investigating a primary connection between the organizational and individual routines. At the individual level unlearning brings a number of psychological, cognitive, social and moral hurdles. These hurdles at individual level basically help the organizational unlearning to occur. All of the routines occurring at individual level encompass the necessary information that goes from lower levels to upward, strengthening and holding the organizational memory firm.</p><p>This research was about to find how the health organizations unlearn the older practices and learn the new practices in IT change. This research had two streams i) finding whether there had been any connection between the organizational and individual unlearning in the cases of IT change, ii) For unlearning what kind of hurdles had been there at the individual level. Kalmar hospital pediatric department had been chosen for the empirical investigations. The research streams were about how and what parts which helped the researcher to go for the qualitative data gathering techniques.</p><p>The Results showed there had been a very thin connectivity between the organizational and individual unlearning. The results revealed and unfolded that many of the new learning are occurring simultaneously with discarding the older ways of practices. The impression of absorbing the change with respect to the unlearning had been varied from person to person. There had been a numbers of individual hurdles observed at individual level of unlearning. Apart from them, many individual routines (performative tasks) had the primary connectivity with the organizational routines (Ostensive routines) and shaping and reshaping of the organizational memory.</p><p>It is important to understand the unlearning notions with the type of change. In this research each of the interviewee had shared his thoughts of how the things could have been done differently by revealing the consequences with new learning. Literature suggests that for a profound and successful implementation of change more formal and informal trainings, clear strategy for shuffling the older individuals in the camp, more social and cognitive meetings and fast and quick actions in the cases of technical difficulties are to be taken.</p><p><strong> </strong></p><p><strong> </strong></p><p><strong> </strong></p><h1> </h1><h1> </h1><h1> </h1><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p> / Thesis

<p>Nothing has been that consistent as the change is for the knowledge revolution to nourish and cultivate. Different forms of changes are occurring in organizations with the aim to improve the output performances. Health organizations have been more attached to the changes and the consequences that are brought with such changes. Such consequences are primarily connected with concepts of unlearning and learning. Any form of the change if initiated in organization asks for new routines learning, tasks conductions and the organizational cultural revolution. These new routines have been occurring at individual and organizational levels. The unlearning at any level in the organizational culture can be performed through investigating a primary connection between the organizational and individual routines. At the individual level unlearning brings a number of psychological, cognitive, social and moral hurdles. These hurdles at individual level basically help the organizational unlearning to occur. All of the routines occurring at individual level encompass the necessary information that goes from lower levels to upward, strengthening and holding the organizational memory firm.</p><p>This research was about to find how the health organizations unlearn the older practices and learn the new practices in IT change. This research had two streams i) finding whether there had been any connection between the organizational and individual unlearning in the cases of IT change, ii) For unlearning what kind of hurdles had been there at the individual level. Kalmar hospital pediatric department had been chosen for the empirical investigations. The research streams were about how and what parts which helped the researcher to go for the qualitative data gathering techniques.</p><p>The Results showed there had been a very thin connectivity between the organizational and individual unlearning. The results revealed and unfolded that many of the new learning are occurring simultaneously with discarding the older ways of practices. The impression of absorbing the change with respect to the unlearning had been varied from person to person. There had been a numbers of individual hurdles observed at individual level of unlearning. Apart from them, many individual routines (performative tasks) had the primary connectivity with the organizational routines (Ostensive routines) and shaping and reshaping of the organizational memory.</p><p>It is important to understand the unlearning notions with the type of change. In this research each of the interviewee had shared his thoughts of how the things could have been done differently by revealing the consequences with new learning. Literature suggests that for a profound and successful implementation of change more formal and informal trainings, clear strategy for shuffling the older individuals in the camp, more social and cognitive meetings and fast and quick actions in the cases of technical difficulties are to be taken.</p><p><strong> </strong></p><p><strong> </strong></p><p><strong> </strong></p><p><strong> </strong></p><h1></h1><h1></h1><h1></h1><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p> / Thesis

During word learning, many words are associated with many meanings to build a lexicon. A model by McMurray et al. (2012) suggests that vocabulary acquisition may not only depend on building correct associations, but also pruning incorrect ones. Additional evidence for the importance of pruning comes from a word learning analog in pigeons, where the opportunity for pruning incorrect associations between objects and symbols was manipulated during training (Roembke et al., 2016). To investigate pruning in humans, we conducted six supervised word learning experiments. Participants were first trained to link two objects to each word, and subsequently were tested how quickly these were pruned. Across experiments, association strength was measured by using either eye movements to to-be pruned objects, or a post-training accuracy assessment. Learners showed rapid—though potentially not complete—pruning of incorrect associations, but this depended on whether the symbols were auditory words, orthographic words or non-linguistic symbols. Thus, this dissertation provides first evidence that pruning is operative during word learning. We also examined how newly learned words compete against known words for recognition using eye-tracking and found that despite very high accuracy these words were not strong competitors.

The present thesis examined extinction of conditioned fear in the developing rat. In the adult rat, the hippocampus is thought to be important for the context-specificity of extinction. Because the hippocampus is a late-maturing structure, it was hypothesised that context-modulation of extinction may be different across development. The first series of experiments investigated reinstatement of extinguished fear in the developing rat (Chapter 2). The results showed that P24 rats exhibited context-specific reinstatement. On the other hand, P17 rats did not exhibit reinstatement of extinguished fear following a US reminder treatment. The failure to see reinstatement in P17 rats was not due to the reminder treatment being ineffective in these rats because the same treatment alleviated spontaneous forgetting in rat this age. The second series of experiments then examined the renewal effect and GABAergic involvement in extinction in P24 and P17 rats (Chapter 3). It was observed that P24 rats displayed renewal whereas P17 rats did not. Also, pre-test injection of FG7142 recovered extinguished fear in P24 rats but not in P17 rats, even across a range of doses. This failure to see any FG7142 effect on extinction in P17 rats was not due to the lack of responsiveness to this drug in these rats because FG7142 was found to be effective in alleviating spontaneous forgetting in rats this age. The third series of experiments then examined the effect of temporary inactivation of the amygdala on extinction and re-extinction in the developing rat (Chapter 4). It was observed that extinction retention is impaired in both P24 and P17 rats if the amygdala is inactivated during extinction training. Interestingly, when a CS that had been previously extinguished and then re-trained was re-extinguished, re-extinction was amygdala-independent if initial extinction occurred at 24 days of age but amygdala-dependent if initial extinction occurred at 17 days of age. That is, amygdala involvement in re-extinction was dissociated across development. Taken together, these experiments provide strong evidence for fundamental differences in mechanisms underlying fear extinction across development. The implications of the findings were discussed in light of the theoretical and neural models of extinction.

Recent studies show that when words are correlated with the colours they are printed in (e.g., MOVE is presented 75% of the time in blue), colour identification is faster when the word is presented in its expected colour (MOVE in blue) than in an unexpected colour (MOVE in green). The present series of experiments explored the possible mechanisms involved in this colour-word contingency learning effect. Experiment 1 demonstrated that the effect was already present after 18 learning trials. During subsequent unlearning, the effect extinguished equally rapidly, suggesting that only a handful of the most recently encountered trials are used to predict responses. Two reanalyses of data from Schmidt, Crump, Cheesman, and Besner (2007) ruled out an account of the effect in terms of stimulus repetitions. Experiments 2 and 3 demonstrated that participants who carry a memory load do not show a contingency effect, supporting the hypothesis that limited-capacity resources are used to retrieve a small number of trial memories in order to prepare a response. Experiment 4 demonstrated that memory resources are required for both storage and retrieval processes.