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  • 1.
    Brager, Andreas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    IS mobilisation av följare och framtida visioner: En diskursanalys av Islamiska Statens propagandamagasin Dabiq Magazine2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study has been to find out what methods the Islamic State are using in

    order to mobilize their followers and strengthen the organization. The purpose of this

    essay has also been to find out what the dreams and visions the Islamic state has for the

    future. From a discourse analytical approach, the Islamic State propaganda newspaper

    Dabiq Magazine has been analyzed based on how well the material is consistent with

    Lincoln’s theories on cultural identity and Jameson’s theory on historical identities and

    myths. The results showed the Islamic state's conscious strategy of portraying itself as

    the religion’s only true interpreter and that religion holds a central domain of the

    collective identity as the Islamic State intends to create for the organization. The

    analysis also shows the Islamic state's dreams and visions for the future that are

    primarily manifested by the organization's power ambitions but also by apocalyptic

    references to prophecies from holy scriptures in the Quran.

  • 2.
    Brager, Andreas
    Linnaeus University, Faculty of Social Sciences, Department of Political Science.
    "På natten drömmer jag att jag är i Afghanistan, och jag är rädd": En kvalitativ studie om framgångsfaktorer i undervisningen av nyanlända elever2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study highlights newly arrived pupils’ experiences of the Swedish school system. From a socio-cultural and intercultural perspective, the pupils’ school experiences have been interpreted and analyzed in accordance with the study’s purpose of looking into the importance of collective processes and an intercultural approach for newly arrived pupils' learning. The study should be interpreted in the light of the Swedish school challenges where, in a short period of time large groups of newly arrived pupils have started their studies at the secondary school’s introduction program. The study's qualitative materials were obtained through qualitative field interviews with six newly arrived students. The results of these interviews are explained and analyzed based on the theoretical perspectives of the thesis. The result shows that collective processes and the socio-cultural perspective focus on social interaction, language development and cognitive challenges, also fits well with the newly arrived pupils’ perceptions of their learning. The study also argues that there tend to be few intercultural elements in education in the Introduction Language program, even though the Swedish National Agency for Education and the curriculum asks for its presence in the education of newly arrived pupils. A third conclusion set out in the study is that newly arrived pupils want more intercultural elements in their education, to seek understanding and increased knowledge on issues relating on cultures and identities.

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CiteExportLink to result list
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf