This paper examines the issue of Russian disinformation in Estonia and how the country has built resilience against this threat. Drawing upon existing literature and a series of interviews conducted with Estonians of a variety of professional backgrounds, this work explores Estonia's whole-of-society approach to resilience and examines its incorporation of national security strategy, inter-institutional cooperation, and media literacy education. Ultimately, this paper argues that Estonia's efforts have been largely successful in enabling the country to strengthen its society against Russian disinformation and offers key takeaways for other countries such as the United States.

Considered by colonists as an extension of France, Algeria was subjected to more than 125 years of French control. The Algerian people were thus heavily influenced by the French language and were required to abandon their native language in many aspects of their life such as government and education. This thesis aims to highlight the linguistic power relations established by the French in Colonial Algeria. Language usage and policies leading up to the Algerian War for Independence are critical to understanding the successor government. Analyzing three sections of language in Colonial Algeria- radio, language of instruction, and literature- I find that the language of instruction in education is the most influential in determining and formulating identities and power relations. Ultimately, this thesis concludes that language, power, and identity overlap and influence each other in several ways, producing a complex post-colonial society