This is about the socialization of school children and how normality is learned and managed in one pre-school class and one fifth grade class in the Swedish compulsory school. The Swedish school is, according to the National Curriculum based on democratic values and respect for the individual. In accordance with these values socialization of the pupil is, as the thesis argues, accomplished through 'benevolent government' by the teachers. To enable this, the pupil needs to learn how to be him or her 'self' according to norms about how the 'self' is to be expressed. The pupil also needs to learn how to balance multiple relations in school and the different aspects that constitutes the social person. Benevolent government is here used as a description of a certain kind of 'teacherhood' dependent on a certain kind of pupil. The pupil-subject that is constructed is a subordinated, self-inspecting, positive, empathic person who will approve of being governed by the teachers through the governing of themselves. The study is based on anthropological fieldwork during two years in these classes.
"Dare to share " - the meanings of therapeutic biographies in The Great Mother Confession
"Dare to share" is one of the catchy slogans presented on the website of the popular cultural event, The Great Mother Confession. "To share" refers to the life improving, transformative powers ascribed to the act of "speaking out" about ones feelings, and the construction of therapeutic biographies.
The Great Mother Confession, was arranged in 2009 and 2010 by a Swedish newspaper group. It consisted of an all-day events each year with coaching and entertaining performances and a blog site for mothers public confessions. Based on material from ethnographic fieldwork conducted at the all-day arrangements and close readings of the confessional blogs, this paper aims to explore meaning-making aspects of (mother)confession through emic definitions of the meaning and function of the confessional act. The confessions are also understood as comments on maternal norms.
Today, Social emotional learning (SEL) is common in pre-school and school both in Europe and North America. An overall issue in this study concerns the how borders between private and public are constructed and negotiated in schools and pre-schools where socio-emotional programs are practiced. A specific aspect, dealt with in this paper, concerns the processes of internalization, among students and children, of the normative set of values proclaimed by these programs. In this first preliminary analysis we operate within a foucouldian perspective. With this as a point of departure, abilities such as self-control, regulation of emotions and social behavior, and a discursive and social competence for presenting the self are constructed through the production of docile, obedient bodies.
After the WWII, there was much concern to protect human rights situation all over the world. During the cold wars, huge displacement took place within different countries due to internal arms/ethnic conflicts. Millions of IDPs, who were uprooted by armed conflict or ethnic strife faced human rights violence. In 2002, there were estimated between 20-25 millions IDPs in the world (Phuong, p.1). Internally displacement is a worldwide problem and millions of the people displaced in Africa and Asia. These all Internal displacements of the people are only the result of the conflicts or the violations of the Human Rights but also sometimes it happened because of the natural disasters. “All human beings are born free and equal in dignity and rights..."(Streich, Article 1) This article works as the foundation of human rights which gives every human being an equal rights and opportunity to maintain his/her dignity. Human Rights issues related to human dignity must be taken very seriously and should not be ignored at any level; Many human rights issues are not always visible, issues such as: privacy, security, equality, protection of social and cultural values etc. In this paper I am going to apply theoretical approach of “all human being are equal in dignity and rights” to defend IDPs rights.
Taking the tourism system and its various components as a starting point, a study has been made of video films employed in charter tour operators' marketing operations. The objective of the study was to achieve an understanding of what in fact is communicated between each organization and the viewer - the tourist to be. The analysis shows that videos may directly influence attitudes and that while the strategic aims of the organizations using videos appear to be achievable - ie to package the experience, to direct the viewers' expectations, and ultimately to sell charter tours - unconscious results are also obtained. The pictures of dream and fantasy promise social relations, thrills, adventure and self-fulfilment. The question arises of whether tour operators act knowledgeably and responsibly in tourism situations where people of differing cultural backgrounds are brought together. It is argued that the video may serve to reinforce prejudices and defend typical ‘tourist’ behaviour.
This paper discusses what is communicated to the viewers through the content of TV travel shows. The concepts of destination image and travel motivation are focused on, and selected Swedish TV travel shows constitute the empirical basis for that discussion. The pictures could easily be used for many tourist destinations around the world — showing TV reporters and anonymous tourists taking part in various activities. However, the results indicate that the studied films are coloured by culture: not necessarily the culture signifying the destinations presented, rather that of the producers and the prospective tourists. It is concluded that new and different destinations are presented in a general way, while the films of established destinations are activity based.