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  • 1.
    Gustafsson, Philip
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Historisk sanning eller konspiration?: En källkritisk- och säkerhetiseringsanalys av brittisk imperialism under andra halvan av 1800-talet på Malackahalvön2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to investigate the alleged pirate attack on the chinese merchans ship Kim Seng Cheong in the summer of 1871 outside of Penang through a systematic criticism of the available sources. The other purpose was to apply a securitization theory on the action of the colonial actors and their handling of the Selangor Incident. The source material that forms the basis of this study is a parliamentary paper covering the alleged pirate attack as well as the following Selangor Incident. The paper is based on correspondence between Brittish officals and also 2 newspapper articles. Digitalized newspapers not included in the paper was also used in this study. To investigate the actions that the colonial actors used this study have taken support in the theory’s of securitization and peripheral imperialism. The main result this study found was that colonial actors successfully managed to securitized and convince their audience of the necessity of their actions. The main result that was found through the systematic criticism of the available sources, pointed out the inconsistencies found in the available sources as well highlighting the shortcomings in how the case and the documents where handle by the Brittish. 

  • 2.
    Gustafsson, Philip
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Rättvis, tillrättavisande och sympatisk: En studie om manliga lärarstudenters relation till sitt framtida yrke2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The gender balance in Swedish preschool and elementary schoolteachers is highly uneven. Male preschool and elementary schoolteachers consist of only 4% and 25% respectively. The study’s motivation is found here. The aim is to get knowledge of the way male students at university who are studying to become preschool or elementary schoolteachers use and take benefit of existing male discourses and if they make opposition on these discourses.

    By the use of qualitative interviews, the material in this study is based on subjective views and experiences of male students doing gender in the context of a female-dominated space of study and anticipated future career.

    Within a broader social constructive approach, the empirical material is analyzed by the use of Connell’s theory on gender and hegemonic masculinity. Other theoretical concept that have been used in this study to display and analyze the way the students are doing gender are such as “male discourses” and “masculinity”.

    The result of this study suggest that male students are not giving up their use of male discourses, instead they are constructing a new role in relation to their future profession and existing discourses. They construct their profession roles in relation with their use of existing male discourses as well as opposition towards them, as well as the use of female discourses.

    The result of this study suggest that male students are in some cases using existing male discourses in relation to their profession, but that they are also using active resistance towards these discourses with the use of female discourses.

    These results go mostly in line with results presented by earlier studies in the field. The students are negotiating with the hegemonic masculinity in the way they are constructing their professional role as teachers and role models.

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