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In this thesis, I investigate how members of an organization, the Fountain House, establish communities of practice and through this negotiate meaning and meaningfulness. I examine how this affects the members' creation of social identities. Furthermore, I investigate whether the communities in the Fountain House can be said to be actual communities of practice. The examination is a case study that sees the Fountain House as an exemplary case.I use two qualitative methods: participant observation and interviews. These methods enable me to participate in practice and through this create an understanding of what is at stake when the members participate in the communities in the Fountain House. The thesis includes three theoretical perspectives and their sets of concepts: Étienne Wenger’s concept ’communities of practice', Richard Jenkins’ concept ’social identity’ and social intervention studies’ perspectives on meaning and meaningfulness.I conclude that the communities in Fountain House can be said to exist as actual communities of practice. In addition, I find that the members of the Fountain House experience meaningfulness while establishing these communities of practice. Simultaneously, I find that several risks follow because the members are exposed to categorization and stereotyping when meeting the outside world. The members establish a social identity as ’mentally vulnerable’ which risks constituting a category that maintains the members as mentally vulnerable.

This paper examines how dominant heterosexual discourses influence the representation of minority positions in The L Word: Generation Q. With influential theorists as Kimberle Crenshaw, Judith Butler, Stuart Hall and more, I investigate how the series represents lesbian women. I find that the series has a more nuanced way of representing lesbians as proposed to rely on stereotypical depictions. The heterosexual frame is a norm, and thereby is a way of categorizing people in terms of gaining understanding of sexual and romantic relationships. The series helps break down this norm and the binaries in the portrayal of both lesbian relationships and transgender people’s bodies. I find that the series has an increased focus on intersectionality, which is displayed by the diverse cast and by the themes of the series. The series lacks a more nuanced way of representing non- binary people, as these are not present in a way, you would expect from a series with this focus on democratic representation. The series has its roots in a privileged part of society, and therefore the characters are not as influenced by their minority positions, as you would expect, had they come from a different environment. The L Word: Generation Q is a series that depicts the lives of lesbians and transgender people living in the wealthy part of Los Angeles, which is why they have the surplus to experiment. Overall, the series portrays themes directly attached to the minority positions obtained by the characters, but also shows universal themes, merely represented by a subculture.

The following thesis examines the use of influencer marketing in a political context focusing on the Danish prime minister Mette Frederiksen’s influencer campaigns during the 2019 election as well as during the COVID-19 pandemic – specifically focusing on campaigns involving the Danish influencers Anna Briand, Alexander Husum and Anders Hemmingsen. The foundation of the thesis is therefore a case study focusing on the concept of political influencer marketing based on empirical findings from the campaigns themselves as well as 8 individual interviews and a focus group interview all with recipients of the campaigns. The theoretical foundation of the thesis’ analysis focuses on Mette Frederiksen’s use of personalization strategies in the aforementioned influencer campaigns with special attention to the three dimensions of personalization put forward by Liesbeth Hermans and Maurice Vergeer (2013). This is supplemented by other theoretical contributions from Ana Inés Langer (2010), Duncan Brown and Nick Hayes (2008), Søren Schultz Hansen (2021), Lisbeth Thorlacius (2020) as well as Peter Van Aelst, Tamir Sheafer and James Stanyer (2012) amongst others.The analysis itself is structured through three different sections. The first part of the analysis focuses on Frederiksen’s use of political influencer marketing during the 2019 election campaign. The second part focuses on the influencer campaigns during the COVID-19 pandemic, and the last analytical part summarizes and discusses the two previous parts with the intent of characterizing the use of political influencer marketing going forward. The structure of the analysis allows for a comparative study showcasing a nuanced use of political influencer marketing during various situations. The thesis lastly discusses the theory of personalization itself and suggests that both the professional and private aspects should coexist in the use of political influencer marketing. This ensures that the politician will utilize the personalization that influencer marketing offers whilst still providing the young audience an informed basis on which to form their own political views.

This thesis seeks to understand the role of ’almendannelse’ and the impact of different youth standards in high school in relation to students transforming climate awareness into action. The officially declared aim of the high school education in Denmark ‘almendannelse’ which translates from the German term ‘allgemeinbildung’ has since 1850 functioned as the medium through which the purpose of the high school in Denmark has been guided. Through this aim, students have been educated with the purpose of forming personal authority and abilities to relate responsibly to their surroundings of fellow human beings, nature, and society. Time calls for new challenges especially in relation to the era of climate changes. Therefore, the aim of this thesis is to understand how general education can help students overcome climate barriers and act in relation to the crisis. Theory developed by Peter Kemp and Lisbeth Witthøfft Nielsen is included to highlight how the different barriers impact the students' way of living a sustainable everyday life. Theoretical perspectives from Wolfgang Klafki and Lene Andersen will illustrate how general education based on the Bildung tradition can help students overcome these barriers through self-determination, solidarity and autonomy. Building on the idea that society has become more complex, the thesis illustrates how environmental standards in the life of Danish high school students influence their opportunities for climate action, and development of self. However, the paper shows how the development of autonomy helps students resist standards and influence them. The concept of subjectified subjectivity is included to grasp the person-environment dialectic. This understanding of students' everyday life means that the thesis seeks to understand the students from their own perspectives on life, rather than from general categories. The data therefore consist of interviews and participant observations presented through their perspective. The analysis presented in this assignment has shown that high schools produce climate awareness and standards on how to be climate conscious. An implication towards transforming climate awareness into action could therefore be the risk of becoming a ‘klimatosse’. Developing autonomy through general education helps students overcome these standards on ‘normal climate behavior’. Education based on the student's problem horizon and interests opens up for climate awareness. Therefore, teachers' attitudes have significant importance for this awareness and a negative attitude has implications for motivating the student’s personal responsibility for acting. Ultimately, the paper concludes that environmental communities in high schools have a major impact on overcoming climate barriers. The communities allow students to develop their subjectivity, and their emotional investment helps them transcend their own needs to act in the general human interest.

This thesis aims to understand how autistic people experience and understand themselves in everyday life, seen in the light of the societal and historical conditions, that surround them. This generates the question: How is autism and being autistic, experienced, and understood in an everyday life setting?The thesis is founded in a critical psychological framework, which allows us to turn our subjects of investigation into our research point of view, wherefrom we can obtain knowledge about their thoughts, feelings, and experiences in their everyday life through a first-person perspective. Our research practice is fundamentally dialogical and participatory. Therefore, the affected subjects are considered fellow researchers. We understand human development as historically and concretely conditioned, which means the objective of this thesis is to look behind the subject’s problems, and the conditions that make up the problems in their everyday life.The theoretical perspective from this thesis is based upon critical psychology and is used to analyze our fellow researchers’ self-understanding and conduct of their everyday life. Analytical strategies include a condition, meaning and justification analysis as a tool to understand the subjects of investigation as actively acting agents. By analyzing how our fellow researchers’ conditions, meanings and justifications are connected, we get an understanding of the how’s and why’s in their conduct of life. The empirical foundation of the thesis is based upon seven semi-structured interviews and one diary entry. Our fellow researchers consist of eight autistic people, one man and seven women, in the ages from 17 to 47.In conclusion to the problem at hand, we have clarified a first-person point of view insight into how autism is experienced and understood. Autistic features are expressed in very different ways and varies throughout life. Therefore, autism should be understood as fluid and interacting. The everyday life of our fellow researchers can be challenging and appear conflictual, but also be enormously rewarding if a state of well-being and a balanced energy is present. Our fellow researchers strive in different ways to achieve a state of well-being in a world that does not always make sense to them. As a result, they are constantly finding new ways and solutions to come to terms with the limitations they experience in their everyday lives by creating new scopes and opportunities to make their daily life work.

The following project is embedded in the subject of Cultural Encounters and investigates what meanings are applied to ‘dual citizenship’. The aim of the project is to change the focus on dual citizenship from migration or institutional aspects to the ascribed meaning of people who live in Denmark and feel Danish but simultaneously desire to obtain citizenship in another country. In the project, we also wish to reflect on the idea that it is only possible to feel a belonging to and to be recognized as a citizen in one nation. The empirical material constitutes both quantitative and qualitative research data. The data has been retrieved from an online survey answered by 284 respondents and from four interviews. The paper opens with an identification of the problem of interest and with an introduction to the methodological considerations related to the project that use mixed methods and an abductive means of scientific strategy.To support the research-question, the project draws on the theoretical knowledge of citizenship using legal, political and identity manifestations. The theoretical knowledge is based on the theories of imagined communities by Benedict Anderson, identity and categorization by Richard Jenkins, racialization of Muslims by Amani Hassani, and belonging by Margit Fauser, Eveline Resienauer and Thomas Faist.The analysis finds that sense of belonging is a crucial aspect for having or wanting to obtain dual citizenship. Citizenship becomes a marker of identity that a person can use in social life to either abstain from ideas connected to the other nation or to have the power to show belonging to another nation. This is shown in both the external and internal categorizations that are in the center of the problem of dual citizenship. The analysis is then used in a discussion of the duality between a formal citizenship and a cultural citizenship, as well as an assessment of the validity of the projects analysis and use of mixed methods.The project concludes that a more pronounced sense of belonging is apparent for those who have obtained formal dual citizenship compared to those who have not. Furthermore, we found that while practical factors are important to the concept of dual citizenship, emotional factors appear to be more significant. We believe this is especially visible in ideas concerning a sense of belonging, such as language abilities, kinship and name, external and internal categorization and expected obligations towards the other nation. Dual citizenship can therefore be argued to be used as a legitimization of a sense of belonging.