The purpose of this paper is to examine the image of the Titanic disaster in two Swedish newspapers reports of the disaster. By analysing various newspapers reporting of the disaster, we wish to investigate whether there are differences in reporting of gender and class in order to say something about the contemporary outlook and the prevailing social beliefs.The source material that the study is based upon comes from the Swedish newspapers Aftonbladet and Svenska Dagbladet and their reports from the 15 April to the 30 April 1912 and the reporting from the time of the sea-hearings completion (22 May and 31 July 1912).The study finds that news reporting follows the same standards, however, are different in style of performance because of the newspapers' differing positions.The study finds that a distinction is made between the reporting of men's and women's behaviour. Whether a man followed or violated norms leads him criticized or praised in the newspapers. Women's behaviour is hailed independent if they followed the standard of what was feminine or masculine behaviour in a disaster.The study also finds that a distinction is made between passengers of the various classes in the reporting. The majority of reports concerning individuals in the First Class are in positive terms.

 Why is it that we still live in a society where an individual's social background plays such a big part in their chances of reaching a higher education? Despite the numerous educational policy reforms, especially in Sweden, it still seems that an individual's career choices are pretty much related to what kind of social class they grew up in. Sociologist Pierre Bourdieu claimed that social class is reproduced in the school system, and that students from the lower classes are much less likely to reach a further education than students from the middle or Upper classes due to injustice in the school system. One thing that plays a big part in this "Catch-22" situation is the concept that Bourdieu calls habitus. Habitus could be explained as an individual's taste, knowledge, ability to master the spoken language, etc. Your habitus is manifested in the choices you make, the music you listen to, how you dress and the way you speak, and it determines your relation to the education system and life in general. As part of my essay, I wanted to interview students from lower or working class at my school, Konstfack, to see if they have had any negative or positive experiences from their encounter with a higher education. And if so, could they be linked directly to their social background? As a reaction to my own and my interviewees? experiences and frustration, I use the concept of habitus in my practical work.

The objective of this thesis was to investigate how young adults view their own employabilityand to see if there was a connection between their view and their social background. Themethod used in the thesis is qualitative with a hermeneutic approach. The interviews includedwere of semi-structured kind. The main result is that respondents in the thesis expressed similarviews on their perceived employability regarding commitment and energy at work, networkingand contacts and job discrimination but there were some distinctions noted regardingtheir view on education and working life experience. The respondents from working classbackgrounds tended to focus more on education than the respondents from middle class/uppermiddle class backgrounds.

The purpose of this study is to acquire knowledge about how interaction, participation and inclusion are affected by individual integration for three students in upper secondary education for pupils with learning disabilities. To be individually integrated means, in this case, that the students from compulsory school for children with learning disabilities are taking part in some of the programme-specific courses together with students from the regular upper secondary school. This study gets its inspiration from the ethnographic research approach, and uses passive observations together with interviews with students and their guardians as main methods to collect information.The school in question has not made any adjustments to make the programme-specific courses more adapted to the different needs, which is typical of integration. This study shows that the school presumes that the students with the help from the vocational teacher, but without any special needs educational help, themselves are to adapt to the conditions at the regular upper secondary school. This, together with the lack of special needs educational competence among the vocational teachers, led to a higher level of exclusion and an enhanced feeling of not being up to standard among the integrated students.The results also show that the integrated students maintain a strong wish to be included with the students attending the regular upper secondary school.

This thesis is based on the conception that class is relevant. The thesis discussesclass relevance and consciousness of class amongst personal at the department ofsocial welfare in Lund.I have studied different theories of class from Karl Marx, Max Weber and PierreBourdieu. The study´s empirical survey is based on interviews with the personalat the department of social welfare in Lund. Then I have applied their view onclass on models based on the theories mentioned above.Out of my analysis I can draw the conclusion that the consciousness of class ishigh and that the applied models matches the interviewed personal. An importantaspect is that class perspective is bound to class.

The purpose of this master thesis is to examine a proposal for basic class 4 in UDC, which has been empty since 1964, and to pick out a negotiable subject for that proposal. The proposal is analysed from a theoretical perspective based on principles created by S. R. Ranganathan. Three principles are used.

This essay is an in-depth, qualitative study concerned with questions about female ?class-travellers?. A class-traveller is a person who is born and raised in a particular social class but changes his/her social belonging through studies, marriage etc. In this study I have interviewed three female class-travellers, all of which have made their ?journey? through studies at the University of Lund.The study is an attempt to enrich the research-field of class-travelling by applying a feminist perspective, and by making women's voices about class-travelling heard.

The aim of the study was to improve understanding of how upper secondary school acknowledge and adjust support and guidance for gifted students regarding their future academic and professional career. The study examined school pricipals and career counselors approach to guidance work with gifted students and how the above mentioned professionals received information about gifted students. It was further examined what measures were applied to adjust the upper secondary school to the needs of gifted students. Qualitative interviews were conducted and the results showed that in cases where the informants were told it took place in conjunctions with seminars about the class, through grades or through a teacher or the students themselves who contacted the career counselor or principal at the upper secondary school.The giftedness was connected to the school curriculum and various course topics in the secondary programs. School principals viewed the career counselor as an important resource to provide motivational support, individualize and survey future plans.

The purpose of this essay was to examine class-travellers experiences of having done the class-travel and when they realised they had done it.My questions were: when did they start the class-travel? How do they experience themselves after going through the classtravel? How do they change as class-travellers in their relationship with their surroundings?The study was based on interviews with six classtravellers, trained social workers who have made their journey through studies. In the essay I have analyzed and compared the interviews with relevant litterature/theory.My conclusions are that the experiences of the class-travel are different. The lass-traveller of this study are recognized of being/have been part of two worlds or cultures. How long the class-traveller has been in one of the worlds is of big importance.

The purpose of this essay is to examine formations of gender and class of so called horse girls in a riding school located in Stockholm, Sweden. The essay is based on interviews with six girls in the ages between fifthteen and eighteen. Through the theoretical framework of Judith Butler and Beverley Skeggs, I examine how the girls negotiate the boundaries and probabilities within doing gender in an upper and middleclass associated area. As a result of its female domination, the stable functions as a place where the girls can dislocate themselves from otherwise normative feminine practises. This is possible since the premises of the stable are constructed in the light of the heterosexual matrix, where the girls organise themselves within the heterosexual girl collective.

The aim of this study is to illuminate social worker?s perception of social class within the Swedish social service system. This study therefor examine if social class contributes to the production and reproduction of the client and what impact social class has on the interaction between client and social workers. The study was conducted with qualitative semi-structured interviews with social workers from three different departments of social service. The theoretical approach is Yeheskel Hasenfeld?s theory about moral practices in welfare organisations, Michael Lipsky and Roine Johansson?s theories about client construction and Pierre Bourdieu?s class theory.

The main purpose of this Master?s thesis is to analyse the portrayals of working-class life in a selection of works by the Swedish authors Ragnar Järhult and Per Gunnar Evander. The research questions are: * How is the working conditions described?* What political messages can be found in the works?* What image of the class society is shown?The second aim of this Master?s thesis is to analyse the concept of working-class literature and to investigate if the works of Per Gunnar Evander could be seen as working-class literature. Methodologically, the study draws on established theories, concepts and methods from the sociology of literature and the history of ideas.

The aim of the study was to improve understanding of how upper secondary school acknowledge and adjust support and guidance for gifted students regarding their future academic and professional career. The study examined school pricipals and career counselors approach to guidance work with gifted students and how the above mentioned professionals received information about gifted students. It was further examined what measures were applied to adjust the upper secondary school to the needs of gifted students. Qualitative interviews were conducted and the results showed that in cases where the informants were told it took place in conjunctions with seminars about the class, through grades or through a teacher or the students themselves who contacted the career counselor or principal at the upper secondary school.The giftedness was connected to the school curriculum and various course topics in the secondary programs. School principals viewed the career counselor as an important resource to provide motivational support, individualize and survey future plans.

This essay contains a comparative analysis of Erik Olin Wrights Marxist class analysis and Michael Hardt and Antonio Negris post-Marxist class analysis as presented in their books ?Empire? and ?Multitude: War and democracy in the age of Empire?. I discuss the shift in analytical focus from state level to global level that Hardt and Negri's analysis represent and the ensuing relevance of this for contemporary class analysis. The essay also address the challenge and implications posed to class analysis by the ever increasing economic globalization, from a material production to an ever growing immaterial service economy and the decrease in state power in controlling capital and labor movement. I propose that analytical understanding of class conflict help us to a better understanding of the mechanisms and dynamics that generate social and economical inequalities and that an updated Marxist class analysis still have much to contribute to our understanding to how these issues not only shape our society but also our capacity to counteract them..

The aim of this study was to get insight into refugee children?s perception about experience of the preparatory class, the transition to the ordinary class and the ordinary class. To get access to my informant?s perspective and also to get a more profound understanding of their experience, I oriented the study in a qualitative approach. This study will highlight the refugee children?s personal experiences and their point of view regarding the schools preparatory class, ordinary class, together with other pupils behaviour against them in the social interaction.