Ce travail de thèse a pour objectif d’examiner les conséquences du contexte scolaire actuel, marqué par la meilleure réussite scolaire des filles par rapport aux garçons (e.g., OECD, 2015 ; Voyer & Voyer, 2014), sur la perception que les élèves ont de l’école et des relations de genre dans le contexte scolaire. Notre hypothèse de départ est que la supériorité académique des filles qui caractérise actuellement le paysage scolaire pourrait amener les garçons à adopter une vision zéro-sum des relations de genre à l’école. Autrement dit, les garçons seraient susceptibles de penser que la réussite scolaire des filles se fait à leurs dépens. Nous postulons également que cette vision compétitive de l’école et des relations filles-garçons pourrait avoir des conséquences délétères sur la réussite scolaire des garçons, suggérant ainsi un mécanisme de maintien des inégalités de réussite scolaire en faveur des filles. L’étude princeps n°0 met en évidence, en accord avec notre hypothèse, que les collégiens (mais pas les collégiennes) adhèrent plus fortement aux croyances zéro-sum dans un contexte menaçant de réussite scolaire des filles par rapport à un contexte de réussite des garçons ou à une condition de contrôle. Il apparaît cependant qu’au lycée le contexte a un impact uniquement sur les croyances zéro-sum des filles (étude 1) alors qu’à l’université il influence les croyances des filles et des garçons (étude 2). La littérature sur la perspective zéro-sum montrant que le contexte a généralement un impact sur les groupes de haut statut uniquement (e.g., Wilkins, Wellman, Babbitt, Toosi & Schad, 2015), nous explorons ensuite l’hypothèse selon laquelle cette évolution de l’effet du contexte en fonction du niveau d’études des participant.e.s pourrait être liée à une évolution du statut académique perçu des filles et des garçons au cours du cursus scolaire. Les études 3 et 4 ont été conduites afin d’évaluer la perception que les élèves ont du statut académique des filles et des garçons à différents niveaux du cursus scolaire. Les résultats de ces deux études montrent que les filles sont globalement perçues comme ayant un statut académique supérieur à celui des garçons, bien qu’elles soient ensuite considérées comme ayant un statut professionnel inférieur aux hommes. La perception d’une supériorité académique des filles est plus marquée au lycée qu’au collège ou à l’université. Nous avons ensuite testé directement le rôle modérateur du statut académique dans l’effet du contexte sur les croyances zéro-sum et la performance des élèves. En manipulant le statut académique de l’endogroupe, l’étude 5 met en évidence que les individus de haut statut ont de moins bonnes performances dans un contexte de réussite de l’exogroupe par rapport à des contextes scolaires moins menaçants. Enfin, les résultats des études 6a et 6b montrent qu’alors que les collégien.ne.s (étude 6b) comme les lycéen.ne.s (étude 6a) attribuent un statut académique supérieur aux filles, la réaction des élèves face à la réussite de l’exogroupe varie selon leur âge. / The aim of the present research program is to examine the consequences of the current academic context, in which girls generally outperform boys (e.g., OECD, 2015; Voyer & Voyer, 2014), on students’ perception of school and gender relations in the academic context. Our main hypothesis is that girls’ academic superiority, which currently characterize the school context, could lead boys to endorse a zero-sum perspective of gender relations at school. In other words, boys are likely to think that girls’ academic achievement is made at their expense. We also hypothesize that this competitive approach of school and gender relations could have negative consequences on boys’ academic achievement, which could contribute to maintain gender inequalities in academic achievement favoring girls. The princeps study n°0 shows that, consistent with our hypothesis, middle-school boys (but not girls) are more likely to endorse gender zero-sum beliefs in a threatening context emphasizing girls’ academic achievement than in a less threatening context highlighting boys’ achievement or in a control condition. However, results of the two following studies reveal that school context only affects high-school girls’ beliefs (study 1) but influences both male and female students beliefs in university (study 2). As the literature on zero-sum perspective shows that the context generally has an impact on high-status group members only (e.g., Wilkins, Wellman, Babbitt, Toosi & Schad, 2015), we then explore the hypothesis that the evolution of the effect of school context depending of students’ school level might be related to an evolution of boys’ and girls’ perceived academic status. We conduct studies 3 and 4 in order to investigate students’ perception of the academic status of boys and girls at different school levels. The results show that overall girls are perceived to have a higher academic status than boys, even though that are then considered to have a lower professional status than men. The perception of girls’ academic superiority seems to be more important in high school compared to middle school or university. In the next chapter, we directly test if the academic status could moderate the impact of context on students’ endorsement of zero-sum beliefs and their performance. Manipulating the ingroup’s academic status, the results of study 5 show that high-status students underperform in a context emphasizing the outgroup’s success compared to less threatening contexts. Finally, studies 6a and 6b revealed that, even if middle-school (study 6b) and high-school students (study 6a) both attribute a higher academic status to girls, students’ reaction to outgroup’s success depend on their age. To conclude, this research work highlights the consequences girls’ academic superiority can have on how students perceive gender relations in the academic context, even though it does not seem to question the gender system in place in the society.

[pt] A presente pesquisa tem o propósito de analisar os conteúdos femininos presentes em O Tico-Tico. O recorte temporal, de 1905 a 1921, compreende a data de lançamento do impresso e o último ano de registro da Seção para meninas, espaço fixo destinado à promoção da educação doméstica. O Tico-Tico é considerada a primeira revista ilustrada infantil brasileira e a pioneira na publicação de histórias em quadrinhos dedicadas a este público específico. A sua criação está inserida no contexto de legitimação da nova ordem sociocultural republicana, no início do século XX. Os intelectuais-fundadores – Cardoso Júnior, Luis Bartolomeu de Souza e Silva, Manoel Bomfim e Renato de Castro - creditavam à imprensa infantil a capacidade de conformar comportamentos. Em consonância ao pensamento conservador, O Tico-Tico defendia que meninos e meninas, embora igualmente crianças, possuíam papéis sociais distintos. As meninas eram preparadas, desde a infância, para o casamento e à maternidade. E os meninos, dotados dos conhecimentos necessários para liderar a nação. O arcabouço teórico desta pesquisa engloba os conceitos de gênero e representação, caracterizados como construções sociais marcadas por relações de disputa de poder. A metodologia se constitui na análise documental de mais de 800 exemplares da revista O Tico-Tico, cujo acervo digitalizado pertencente à Hemeroteca Digital Brasileira da Fundação Biblioteca Nacional. / [en] The objective of the present research is to analyze the magazine O Tico-Tico in order to identify its female content. Its time frame, from 1905 to 1921, covers the launch of magazine and the ending of Seção para meninas, a section to promote housewifely formation. O Tico-Tico is the first brazilian illustrated children s magazine and the first of all to publish comic books dedicated to this specific audience. It was engaged in the project of consolidation and legitimation of a new social and cultural republican order. For this reason, its intellectual’s founders – Cardoso Júnior, Luis Bartolomeu de Souza e Silva, Manoel Bomfim e Renato de Castro - advocated that children`s magazine should promote standards of behaviors. In agreement with conservative thoughts, O Tico-Tico justified that boys and girls, although equally children, had different social roles. The girls should be early prepared form marriage and motherhood. The boys had the role to lead the nation. The methodology used was the document analysis of over 800 copies from O Tico-Tico, whose digitized collection belongs to Hemeroteca Digital Brasileira of Fundação Biblioteca Nacional.

Philosophiae Doctor - PhD / After a war of nearly two decades in the Acholi sub-region of northern Uganda many families and communities were physically, socially, economically and psychologically devastated. A myriad of other concomitant effects of the war such as distorted gender relations in households and undue exposure of vulnerable children to the menace of hazardous child labour manifest in the communities today. A plethora of non-government organisations has worked in the Acholi subregion trying to transform the communities after the war, but these challenges remain thus compromising social justice and the well-being of children.

This thesis examines how different welfare state regimes affect gender relations by examining variations in welfare regimes and outcomes for women between Western European countries. The research seeks to understand how the diverse systems of social provision affect women: particularly with regard to their position in the labor market and in their ability to balance occupational and domestic work. Using a comparative, qualitative approach, I compare three Western European welfare states (Germany, the United Kingdom, and Sweden) to evaluate gender-relevant welfare policy with female employment rates, unemployment rates, and wage differentials. Welfare states and labor market policies affect outcomes for women because these policies influence and structure women's ability to enter paid labor and at the same time perform the majority of household labor and care work. To study the effect of welfare state variations upon women, I argue that a gender-focused model of welfare states is necessary. I borrow from Diane Sainsbury's (1996) framework establishing two contrasting ideal-types and combine this with Pascal and Lewis' (2004) gender equality model. Using this framework, I will assess whether my case studies vary around specific gender dimensions of variation including bases of entitlement, maternal and parental leave, pension, and the organization of care work. Preliminary findings align Germany and the United Kingdom with a male breadwinner gender model and Sweden with a dual-earner dual-carer model, although recent policy reforms in Germany and the United Kingdom oriented toward a Scandinavian welfare model may affect future gender outcomes. My research question hopes to uncover how welfare regimes and specific gender-relevant policies support or ignore women's labor force participation by reconciling work and home for women through an evaluation of gender-relevant outcomes for women. Systematically looking at the structure of welfare state provision and outcomes through a gender-relevant framework enhances our knowledge of the ways in which the varieties of gender regimes accommodate or perpetuate women's inequality in democracies.

No description available.

This thesis examines the presence of American military personnel in Australia during the Second World War. Around one million US soldiers spent some time in the country. This American occupation resulted in several areas of tension between US military personnel and Australian civilians. Areas of conflict, that have hitherto received little attention from historians, are examined in this dissertation. Jurisdictional and policing disputes between the US military and Queensland officials, American criminal behaviour, and problems between Australian labourers and American authorities are all examined. Other "fault lines," such as race and gender relations, which have been looked at by other historians, are also examined; this thesis provides new insights into these areas. How senior authorities on both sides managed crises and coordinated efforts to manage relations between civilians and Gls are also studied. Sexual relations were directed towards certain associations (prostitution), whilst other associations (marriage) were discouraged. Authorities increased efforts to manage interracial sexual relations, as both countries had a history of discouraging and even outlawing miscegenation. Ultimately, this thesis argues that problems between American personnel and Australians during the occupation did not threaten to upset the war effort or the alliance between the United States and Australia, but there were everyday problems between allies and concurrent efforts to manage relations in the context of a global war. / Thesis / Doctor of Philosophy (PhD)

<p>This study concerns the complete oeuvre by the British author Helen Zahavi: Dirty Weekend (1991), True Romance (1994), and Donna and the Fatman (1998). Her novels are here read as a trilogy dealing with the dialectics of gender and violence in 20th century discourse, drawing on theories of how the construction of subjects is produced by power, of the relation between power and sexuality.</p><p>The heroines of Zahavi’s novels try their best to move about in a world where their freedom of movement is limited to their female identity. In Dirty Weekend the protagonist tries to shoot her way out, claiming revenge on every man that is forcing himself upon her. She gains some freedom of movement by refusing subordination, but does not really change the order of power. The protagonist in True Romance instead finds salvation in love of the master. She learns to love the man who keeps her as a sex slave in his apartment, and when confronted with the choice between the freedom by violent action and submission by passive acceptance, she chooses the latter. The protagonist in Donna and the Fatman manage to refuse both superiority and submission. She has a debt to settle with the gangster boss Henry, but in the end blows both herself and her opponent to pieces. I argue that by doing this, Donna breaks out of the order of language. </p><p>The order of power presented in Zahavi’s novels is a tyranneous dichotomy which cathegorize individuals as either victims or perpertrators. This construction is seemingly a natural order which we have to accept, but the actions of Zahavi’s last protagonist eventually proves it to be nothing but a mask, a lie. This lie is, in the words of one of Zahavi’s characters, a tenacious lie, and the only way to break out of the construction of power is to break out of the construction of the order of power. Thus the blowing up of both victim and perpertrator may enable a new world to be born.</p>

Este estudo analisa as experiências de um grupo de professores que fizeram a carreira do magistério no sistema de ensino público no estado de São Paulo, com o objetivo de investigar a participação dos homens na construção da cultura escolar e, em especial, da cultura do magistério. O recorte temporal efetuado circunscreve a pesquisa entre as décadas de 1950 e 1980: um momento histórico peculiar, em que o país foi marcado por muitas mudanças de ordem política, econômica e ideológica. No campo da educação, essas décadas corresponderam a dois períodos distintos - um anterior e outro posterior à promulgação da Lei 5.692/71 -, mas que pesquisados juntos permitiram uma maior compreensão dos processos de mudança que imprimiram novas configurações à profissão do magistério e ao trabalho docente, sobretudo a partir dos anos 70, quando foi implantada a reforma de ensino de 1o e 2o graus. As sucessivas alterações que ocorreram na organização do sistema de ensino atingiram a carreira e a profissão docente, cujos processos de mudança acabaram por colocar em ebulição certas dinâmicas da cultura escolar. A cultura do magistério, em particular, trouxe à tona disputas entre antigas e novas representações, que explicitam com maior clareza o imaginário social e as hierarquias que passam a (re)ordenar as relações no âmbito dessa profissão. O presente trabalho focaliza, assim, a participação e o papel dos homens nessa dinâmica, especialmente daqueles que se dirigiram aos cargos administrativos. Ao investigar a participação desses profissionais na formação da cultura do magistério, considerou-se que, mesmo a partir da promulgação da referida reforma, datada de 1971, quando os homens se tornaram um grupo proporcionalmente menor em comparação ao das mulheres, aqueles que permaneceram na profissão, sobretudo na carreira administrativa, acabaram por deter parcela significativa de poder, em decorrência de certas prerrogativas adquiridas no âmbito das relações de gênero, em que determinados valores de masculinidade ainda contam como vantagens em relação aos de feminilidade. Como procedimentos, foram adotados questionários, entrevistas, análises documentais e da legislação vigente à época. Os eixos de análise foram definidos a partir dos principais conceitos utilizados no trabalho: habitus; campo e capital simbólico; representações e apropriações sociais; cultura escolar; gênero e masculinidades, tomados dos trabalhos de Pierre Bourdieu, Roger Chartier, Joan Scott, Robert Connell, entre outros autores. As análises desenvolvidas evidenciaram que algumas das determinações legais impostas ao longo do período fizeram com que as escolas e o próprio sistema de ensino sofressem grandes mudanças e, com isso, uma cultura escolar diferenciada acabou se originando, em que o tempo, o espaço e, até mesmo, os próprios sujeitos da educação - alunos, professores, equipe administrativa - não permanecessem os mesmos. As alterações ocorridas deram origem a conflitos, novas interações e novas táticas de viver a profissão por parte desse grupo de profissionais do magistério. Enfim, há uma série de ocorrências que imprimiram novas marcas no modo de os homens trabalharem e viverem o magistério e, também, nas próprias representações que fizeram, e que ainda fazem, sobre sua identidade profissional. / With the purpose of investigating the participation of men in the construction of school culture and, in particular, of the culture of teaching, the present study analyzes the experiences of a group of male teachers that made their careers in the public education system of the State of São Paulo. The chosen time span situates the research between the 1950s and the 1980s: a peculiar historical moment at which the nation was undergoing a series of political, economic, and ideological changes. In the field of education, these decades comprised two distinct periods - before and after the promulgation of Act 5692/71 -, but their joint investigation has afforded a better understanding of the processes of change that brought about new configurations to the teaching profession and work, especially since the 1970s, when a teaching reform introduced the system of 1st and 2nd degrees. The successive modifications that took place in the organization of the education system affected the teaching career and profession, and the processes of change that occurred therein put some of the dynamics of school culture in turmoil. The culture of teaching, in particular, revived disputes between new and old representations, exposing the social imaginary and the hierarchies that started then to (re)order the relations within this profession. This work thus focuses on the participation of men, and on the role they played in such dynamics, with special attention to those men that oriented themselves toward administrative posts. By investigating the participation of these professionals in the formation of the culture of teaching, we have considered that even after the approval of the above-mentioned reform in 1971, when men became a relatively small group compared to that of women, those that did remain in the teaching profession, especially in the administrative career, eventually exercised significant power, as a result of prerogatives acquired in the context of gender relations, in which certain values of masculinity still count as advantages over those of femininity. Research procedures adopted have included questionnaires, interviews, and analysis of documents and legislation of the period. The lines of analysis were defined from the main concepts employed in the work: habitus; symbolic field and capital; social representations and appropriations; school culture; gender and masculinities. These have been taken from the works of Pierre Bourdieu, Roger Chartier, Joan Scott, and Robert Connell, amongst others. The analyses developed revealed that some of the legal determinations imposed during that period provoked large changes in schools and to the teaching system itself, giving rise to a different school culture, in which time, space, and even the very subjects of education - pupils, teachers, administrative staff - did not remain the same. The transformations that occurred originated in this group of teaching professionals conflicts, new interactions and new tactics to live the profession. There is, therefore, a whole series of facts that have left a new mark on the way men work at and experience teaching, and also in the representations they made, and still make, about their professional identity.

A presente pesquisa destina-se a compreender o lugar da autoria e da experiência feminina na linguagem cinematográfica dentro de um recorte temporal conturbado da história brasileira: a ditadura militar (1964-1989). O ponto de partida para tal objetivo é a análise de dois filmes brasileiros realizados por duas diretoras: Os Homens que Eu Tive (1973), de Teresa Trautman, e Mar de Rosas (1977), de Ana Carolina. Levando-se em consideração a recepção das obras, a análise dos discursos, as mudanças sociais e culturais que ocorriam no período - concomitantemente à intensificação do autoritarismo político e econômico -, o gênero emana como uma categoria de análise para se pensar nas intersecções, contradições e rupturas experienciadas por mulheres que desestabilizam as hierarquias de gênero a partir da criação artística. Apesar de trabalharem dentro de gêneros fílmicos distintos - Teresa Trautman com a \"comédia erótica séria\" e Ana Carolina com a narrativa ficcional -, ambos os filmes permitem uma reflexão não convencional sobre as relações de poder ao incentivar leituras que trazem para o centro do debate estratégias de resistência cultural. / The present research aims to understand the place of female authorship and experience in cinematographic language within a troubled temporal cut of Brazilian history: the military dictatorship (1964-1989). The starting point for this goal is the analysis of two Brazilian films made by two women directors: Os Homens que Eu Tive (1973) by Teresa Trautman and Mar de Rosas (1977) by Ana Carolina. Taking into account the reception of the movies, the analysis of the discourses, the social and cultural changes that have been occurring during the period - concomitantly with the intensification of political and economic authoritarianism, the genre emanates as a category of analysis to think about the intersections, contradictions and ruptures experienced by women that destabilize the hierarchies of gender with their artistic creation. Although they work within distinct film genres - Teresa Trautman with erotic comedy and Ana Carolina with the fictional narrative - both films allow an unconventional reflection on power relations by encouraging understandings that center around cultural resistance strategies.

O objetivo desta tese foi investigar as possíveis influências do curso semipresencial Gênero e Diversidade na Escola (GDE) na compreensão de seis professoras de Ensino Fundamental da rede municipal de São José do Rio Preto (SP) sobre os significados do que pode está associado às diferentes formas de ser mulher e ser professora, sob a ótica das relações de gênero. Com ênfase na formação docente e na promoção de uma política de educação para a diversidade, o referido curso foi ofertado em 2009 pela Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP), campus de Rio Claro. De abordagem qualitativa, a pesquisa utilizou os seguintes instrumentos metodológicos: 1) análise do registro das atividades efetuadas pelas professoras durante o curso; 2) realização e análise de entrevistas semiestruturadas, aplicadas em junho de 2014, com as professoras. A partir do exame do material obtido e tendo em vista as teorizações de Michel Foucault e dos Estudos Feministas, foi possível notar um movimento de reprodução e, ao mesmo tempo, de resistência a regras e discursos engendrados pela sociedade patriarcal a respeito das diferentes formas de ser mulher e ser professora. De modo geral, para essas professoras, o GDE se apresentou como um curso inovador, pois as fez estranhar, questionar e confrontar a visão essencialista que possuíam sobre a sexualidade e as relações de gênero. Todavia, as participantes relatam vários obstáculos tanto em suas vidas pessoais quanto no âmbito escolar que dificultam a efetivação do que aprenderam durante o curso. Tais obstáculos demonstram a força dos processos de socialização, bem como alguns aspectos que ainda precisam ser pensados e revisados em relação aos cursos que visam auxiliar o(a) professor(a) ao longo de seu desenvolvimento profissional docente. / The purpose of this thesis was to investigate possible influences of the blended learning course Gender and Diversity at School on the understanding of six Elementary School teachers of São José do Rio Preto (SP) about what it means to be woman and to be teacher, under the perspective of gender relations. By focusing on teacher formation and the promotion of a policy of education for diversity, the above mentioned course was held on 2009 by Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP), Rio Claro campus. Based on qualitative approach, the research used the following methodological tools: 1) analysis of the activities undertaken by the teachers during the course; 2) conducting and analyzing semistructured interviews with the teachers. Based on the material collected, and according to Michel Foucaults theorizations as well as Feminist Studies, it was possible to notice a movement of reproduction and, at the same time, of resistance to rules and discourses engendered by patriarchal society about what is to be woman and to be teacher. Broadly speaking, for these teachers, the course presented itself as an innovative opportunity, stimulating them to deconstruct, question and confront their own essentialist views on sexuality and gender relations. Nonetheless, the course participants report several barriers both in their personal lives and in the school scope that make it difficult to put into practice what they learned during the course. Such barriers demonstrate the power of socialization processes, as well as some aspects that still need to be analyzed and reconsidered in relation to the courses which aim to assist teachers along their professional development.