'You Never Truly Feel at Home': Students' Perceptions of their Multilingualism and its Role in their Identity Construction : - A Study Performed in a Suburb Located in a Socially Vulnerable Area

A relevant subject in our globalized world concerns the relationship between language and identity, specifically amongst migrant youngsters’ experience of group belonging. This study therefore focused on how adolescents born to foreign parents in Sweden, perceived their multilingualism as part of their identity formation. I also aimed to include how socio-economic aspects could affect the process of identity construction. Thus, the investigation was performed with seventh grade students at a primary school located in the Stockholm suburb Bredäng. The methods consisted of a questionnaire, which was completed by the entire class and a group interview where six students participated. The results revealed that students adapted their language use based on the context, but Swedish was used most habitually. The informants viewed their multilingualism as beneficial but yet fully aware of the linguistic ideologies functioning in society. By combining their minority and majority language, the students were left with different ethnic identities and had diverse interpretations of what it meant to be Swedish. Even though all of them perceived themselves to have multiple ethnic identities, this was not solely seen positively. The issue of belonging was raised and the students claimed to be outcasts everywhere. However, the results differed depending on whether the students were born in Sweden or not. Also, most of them struggled with the process of assumed and ascribed identities, since they perceived themselves to be Swedish but experienced that society valued them as immigrants. Lastly, the study revealed that there were connections between their multilingualism and social mobility as the relationship towards the motherland was highly prioritized even with low levels of economic capital. 

Barriers of sentiment : Identity -formation, -regulation and subjectification in preschools

This thesis studies preschool socialization in terms of identity -formation, -regulation, and subjectification. Both the methodology and theoretical backdrop draws on Critical Management Studies, and the contribution to research comes from studying a subject otherwise non-prioritized. I have performed a qualitative study entailing interviews of pedagogues and preschool chiefs working within the same company in the Stockholm region. The study indicate that preschool discourse emphasize the importance of social competences and rituals, and moreover that the institution also accentuates its role in setting the proper ‘preconditions’. Furthermore, the study demonstrates how pedagogues – using mechanisms such as individual discourses, the children’s agency, and the milieu – try to form individuals who are: social, independent, self-reliant, have a strong ‘self’, joyful towards learning, and ‘can do it themselves’. I make a liaison between the aforementioned ideals and certain trends discussed by managerial literature, like for instance currents towards: self-management, neo-normative control, self-entrepreneurial attitudes, ambidextrousness, and the ‘principle of potential’ (Costea et al., 2012; Fleming & Study, 2009; Holmqvist & Spicer, 2013; Maravelias, 2011; Pongratz & Voß, 2003). Finally the thesis concludes by firstly underscoring that the Discourse of for example ‘joyful learning’ and ‘independency’ in preschools tend to demolish physical modes of control in place of psychological ones; and secondly, by discussing historical practices, the thesis brings attention to a shift from safekeeping children to preparing them for industrial, urbanistic, and capitalistic social existence. 

Feminism and Anti-Feminism in Harmony? : A Critical Discourse Analysis of Postfeminism in Women's Magazines

This essay investigates postfeminist discourses in women’s magazines with the use of Fairclough’s (2014) critical discourse analysis (CDA). Additionally, it presents consumers’ perceptions of women’s magazines in order to explore how women’s magazines might influence readers’ constructions of identity. Postfeminism is mainly defined by Gill (2007, 2009) and McRobbie (2004) as an idea of feminism and antifeminism combined with the use of neoliberal views. Previous research conducted between 1990 and 2009 has stated that women’s magazines follow a postfeminist discourse and therefore give a contradictory message to their readers, emphasising the importance of individuality and empowerment as well as promoting a traditional feminine image. The magazines analysed in this essay were the January 2016 issue of Elle Magazine US and the February 2016 issue of Elle Magazine UK. The magazines follow a postfeminist discourse, and it is constructed with the use of wording and modality. To complement the CDA, an interview with a target group of women’s magazine readers was conducted. Findings indicate that the magazines both largely follow a postfeminist discourse, constructed through the use of rhetorical features such as wording and modality, and readers believe magazines affect their identity construction negatively. The article is concluded with a discussion on what the aim of a postfeminist discourse is.