This study examined the reflections of gender nonconforming men on their lived-experiences as boys in the heteronormative environment of high schools. Participants self-selected for the study based on their perceptions of being othered as boys in high school due to their nonconforming expression of gender. The study targeted men who had graduated with a Manitoba High School Diploma within the last 5 years. The methodology of this study was underpinned by an interpretivist theoretical perspective. The purpose of the research and the positioning of the researcher were influenced by the socially critical research paradigm. Narrative methods were utilized for the reporting; the lived experiences of the participants while in high school. The study found that high schools continue to be heteronormative environments that present difficulties for gender nonconforming boys. Although participants felt that the situation in high schools may be improving, all felt that much more can, and should, be done to improve conditions for gender nonconforming youth. Findings suggest that policy and practice at the school, district, and provincial levels need to be examined and, where necessary, changed to address the treatment of gender nonconforming boys in high schools.

This study examined the reflections of gender nonconforming men on their lived-experiences as boys in the heteronormative environment of high schools. Participants self-selected for the study based on their perceptions of being othered as boys in high school due to their nonconforming expression of gender. The study targeted men who had graduated with a Manitoba High School Diploma within the last 5 years. The methodology of this study was underpinned by an interpretivist theoretical perspective. The purpose of the research and the positioning of the researcher were influenced by the socially critical research paradigm. Narrative methods were utilized for the reporting; the lived experiences of the participants while in high school. The study found that high schools continue to be heteronormative environments that present difficulties for gender nonconforming boys. Although participants felt that the situation in high schools may be improving, all felt that much more can, and should, be done to improve conditions for gender nonconforming youth. Findings suggest that policy and practice at the school, district, and provincial levels need to be examined and, where necessary, changed to address the treatment of gender nonconforming boys in high schools.

Sexual harassments have since long been an issue all over the world and schools have not been an exception. Reports from Swedish secondary schools show how 47% of the female pupils state that they have, sometime during their time in school, been the victim of sexual harassment. Other studies claim that pupils exposed to sexual harassments will develop low self-esteem and a decreased sense of self. The Swedish curriculum state that all children shall have the right to a harassment free school environment, but still many pupils claim to be exposed to sexual harassment in school. Several studies have theorized about why sexual harassment is so prevalent in schools but what do the pupils think? This study aims to reveal and analyze pupil opinions about sexual harassment; what do they think it is and why do they think it occurs? This will be done from a post-structural feminist point of view with focus on the shaping of identity among the respondents.      The collected results of this study indicate that sexual harassment is mostly due to a dominant form of the heterosexual male ideal where sexual harassment against both men and women is used to secure ones position as a dominant male and to gain access to the hegemonic male group. According to the respondents, sexual harassment have little to do with the victims and in the discussion an alternative approach to handle sexual harassment in school is discussed.

Submitted by DANIELLE TWERZNIK CAMARGO null (danielleartes@ig.com.br) on 2017-01-16T23:39:36Z No. of bitstreams: 1 Dissert Danielle Twerznik Camargo.pdf: 3192807 bytes, checksum: 6b85b8aaec09430ff201afca7b3b2b30 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-01-19T18:48:28Z (GMT) No. of bitstreams: 1 camargo_dt_me_bauru.pdf: 3192807 bytes, checksum: 6b85b8aaec09430ff201afca7b3b2b30 (MD5) / Made available in DSpace on 2017-01-19T18:48:28Z (GMT). No. of bitstreams: 1 camargo_dt_me_bauru.pdf: 3192807 bytes, checksum: 6b85b8aaec09430ff201afca7b3b2b30 (MD5) Previous issue date: 2017-01-07 / Este trabalho foi desenvolvido a partir de observações cotidianas em sala de aula, na disciplina de Arte, nos anos iniciais do Ensino Fundamental de uma escola pública, no interior do estado de São Paulo, com enfoque nas concepções estéticas de teor heteronormativo, uma vez que se têm constatado falas preconceituosas e sexistas entre os educandos, com atitudes que se reproduzem no ambiente escolar, resultando em posturas de segregação. Daí a necessidade de se discutir tais posturas heteronormativas no âmbito escolar e de se promover, por meio de grupos operativos, mudanças em relação às referidas situações observadas pela arte-educadora e pesquisadora no cotidiano da escola. Assim, por objetivo geral buscou-se desenvolver consciência crítica e reflexiva para superar a estética heteronormativa entre os educandos. Nessa direção, apresentam-se como objetivos específicos: a) A construção e aplicação de uma Sequência Didática utilizando conceitos da Psicologia Social para formação de Grupo Operativo, propiciando a superação de modelos heteronormativos; b) disponibilizar os procedimentos efetuados, ações e orientações, ou seja, o produto integrante à dissertação deste trabalho, em um site. Sob a abordagem qualitativa, o trabalho constitui-se no entrelaçamento de três linhas de estudo, que convergem em sua ideologia e didática: a construção de grupos transformadores de sua realidade (grupo operativo); uso da metodologia em pesquisa-ação (educador fazendo parte/atuando na construção do projeto); e a busca de mudança em relação às situações heteronormativas presentes subjetivamente (relações de gênero) no ambiente escolar. É perceptível encaminhamentos na concepção da Educação Popular pelos textos de Paulo Freire que serviram de base para tal. Os resultados obtidos pela observação sistemática das percepções dos educandos apontam para avanços nas posturas de tolerância, ainda que pequenos, sendo necessário um trabalho contínuo com esta abordagem para que a prática grupal e inclusiva torne-se hábito na Educação Básica. / This work was developed based on daily observations in the classroom, in the Art subject classes on the initial years of a public Elementary School, in São Paulo state, focusing on aesthetic conceptions of heteronormative content, since it has been observed a biased and sexist speech among students, with attitudes that are reproduced in the school environment, resulting on postures of segregation. Hence the need of discussing such heteronormative postures in the school context and to promote, through operative groups, changes in relation to the referred situations observed by the art educator and researcher in the daily life of the school. Thus, the general goal of this work has been to develop critical and reflexive awareness to overcome the heteronormative aesthetics among learners. In this direction, specific purposes are presented: a) the development and application of a pedagogical sequence model using Social Psychology concepts to form an Operative Group, providing the overcoming of heteronormative models; B) provide the procedures, actions and guidelines, that is, the integral product of this dissertation work, in a website. Under a qualitative approach, this work consists in an interweaving of three lines of study, which converge in its ideology and didactics: the construction of transforming groups on their own reality (operating group); The use of a methodology in action research (educator as part / acting in the construction of the project); and the search for change in relation to a present and subjectively heteronormative situation (gender relations) in the school environment. It is noticeable referrals in the conception of Popular Education by the texts of Paulo Freire that served as base for this work. The results obtained by the systematic observation of the students' perceptions pointed to advances on tolerance postures, even it has been a small one. It is necessary a continuously work with this approach method for that practice and inclusive group to become a habit in Basic Education.

The main topic of this essay is heteronormativity and the main question is how Jackie Kay’s Trumpet relates to this concept. My assumption is that Kay has created a main protagonist that seems to completely coincide with heteronormative discourse only to show us how insufficient this discourse is when it comes to identifying people. I argue that Kay defies / mocks heteronormative discourse in this way and I try to show this using discourse and queer theory. In the end, I have to conclude that this love story of Joss and Millie presents us with an alternative discourse that is, however, not so different from the dominant discourse. The essay consists of two parts that lead us to a conclusion: in the first part I look at the institutionalized relationships that the main protagonist is involved in and in the second part I consider why nobody ever confronts the main protagonist.

Na presente dissertação, buscamos situar e (re)conhecer as características típicas do cenário contemporâneo por acreditar que a visibilidade do fenômeno Como são as vivências afetivo- sexuais de homens parceiros de transexuais? encontrou possibilidade de manifestação no contexto da pós-modernidade. Em seguida, mergulhamos nos horizontes em que as diversidades afetivo-sexuais vêm sendo investigadas pelas diferentes áreas do conhecimento científico, tais como a psiquiatria, a sociologia, a psicologia etc. E, apoiadas nesse arcabouço de conhecimento, elegemos a perspectiva da fenomenologia merleaupontyana com o intuito de compreender o existir humano da perspectiva mundana da encarnação corporal e de intersubjetividade. Assim, o presente trabalho tem como objetivo conhecer a história de vida de homens que se relacionam com transexuais para compreender os significados atribuídos por eles às suas vivências afetivo-sexuais. Para realizar tal intento entrevistamos cinco homens que se relacionam com transexuais a partir da questão norteadora: Fale para mim acerca de seus relacionamentos afetivo-sexuais no decorrer de sua vida. Para a análise dos relatos, utilizamos a metodologia qualitativa fenomenológica, que consiste na leitura e releitura dos relatos, discriminação das unidades de significados, elaboração de categorias e identificação das convergências e divergências nos discursos. A compreensão dos relatos foi feita a partir da perspectiva merleupontyana num interdiálogo com perspectivas teóricas biológicas, psicológicas e sócio-culturais. Na análise dos relatos, foram destacadas as seguintes categorias de significados: 1) Nos horizontes da família; 2) Vivências heteroafetivas-sexuais; 3) Vivências homoafetivas-sexuais; 4) Transições e descobertas: orientação e identidade sexual; 5) Nos horizontes da homofobia; 6) A vivência afetivo-sexual com uma transexual; 7) Projeto de vida. Encontramos que a vivência de um relacionamento afetivo-sexual contribui para importantes esferas de produção de sentido existencial, como a construção de um modo conjunto de ver o mundo e se ver enquanto indivíduo. Dar voz aos parceiros de transexuais contribui para deslocar o paradigma da heteronormatividade responsável pelas angústias, medos e estigmas por eles vivenciados enquanto se possibilita a visibilidade das múltiplas possibilidades de vivência da sexualidade. / The present work seeks to locate and recognize/learn characteristics that are typical of the contemporaneity once we believe the visibility of such phenomena as What are the affective- sexual experiences of t-lovers? has been enabled in the post-modern scenario. We then dive into the horizons in which the affective-social diversities have been investigated by the various fields of knowledge, as psychiatry, sociology, psychology etc. Supported by such knowledge base, we elected the phenomenological perspective of Merleau-Ponty as to understand humane existence from the world perspective of body reincarnation and subjectivity. Therefore, we aim to learn the life history of those men who maintain a relationship with transsexuals with the objective of understanding the meanings they attribute to their affective-sexual experiences. We thus interviewed five men in a current relationship with a transsexual to report their views triggered by the following prompt: Tell me about your affective-sexual relationships along the years. We analyzed these mens reports through the qualitative phenomenological methodology, which consists of reading and rereading the reports, identifying the units of meaning, establishing the analysis categories and identifying the convergent and divergent aspects among our collaborators reports. The reports were analyzed through the perspective of Merleu-Ponty in an interdialogue with the biological, psychological and social-cultural theoretical perspectives, among others. The following units of meaning emerged from the reports: 1) In the familys horizon 2) Heteroaffective-sexual experiences; 3) Homoaffective-sexual experiences 4) Transits and discoveries: sexual orientation and identity; 5) In the horizons of homophobia; 6) The affective-sexual experience with a transsexual; 7) Life projects. We found that the experience of an affective-sexual relationship contributes to important spheres of production of existential meaning, such as the creation of a set of ways of regarding the world and oneself as an individual. Moreover, granting t-lovers a voice contributes to displacing the heteronormativity paradigm generator of the anguishes, fears and stigmas they experience as we enable the visibility of the multiplicity of sexual experiences.

Bisexual identity is formed within the constraints of a heteronormative framework which is infused with power, promotes stability and alignment of apparently binary sex, gender identity, and gender roles, as well as promoting procreation, monosexuality and monogamy. Heteronormative models of sexuality fail to capture the complexity, ambiguity, multiplicity, and fluidity of bisexual experience. Using data collected through interviews with twelve self-identified bisexual men this research explores questions of how bisexual men make sense of what it means to be bisexual within a heteronormative framework of sexuality and if they disrupt or reproduce dominant understandings of sexuality. I found these bisexual men sometimes conformed to a dominant framework; however, as an example of how identity can be unstable in both meaning and expression they also took up a provisional bisexual identity and disrupted dominant discourses by redefining bisexual meanings – offering alternatives to the binary, gender based definitions of sexuality, and monosexuality. / Graduate

Thesis advisor: Zine Magubane / One of the common beliefs in American society is that interracial couples transcend race. It is a curious belief considering that there is not a parallel logic that heterosexual couples transcend sexism. Using in-depth, semi-structured interviews with 55 members of heterosexual Black/White intimate couples, I have investigated the internal dynamics involved in maintaining a relationship across race in our racially stratified society in three areas of these couples’ lives: public interactions, racial discussions, and childrearing. Most literature about interracial couples looks at race as the main determinant of the experience of these couples as a unit and as individuals. However, I argue that race, gender and racialized gender ideologies interact to shape how members of heterosexual Black/White intimate couples perceive certain social situations and their options for negotiating social norms and issues. Not only has the intersection of race and gender been under-theorized in research on interracial couples, racialized gender ideologies have been virtually absent. In particular, these racialized ideologies of gender result in situational privilege at different times for Black women and Black men, thus nuancing our understanding of how racism operates. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Sociology.

Magister Artium - MA / The purpose of this study is to explore how “queerness” is both represented and suppressed in select South African fiction. The study will investigate to what extent a post-colonial form of education reinforces the colonial and apartheid traditions of South African normative masculinities in same-sex, educational environments. These aspects will be explored and investigated in John Van de Ruit‟s Spud: A wickedly funny novel (2005), Spud: The madness continues… (2007), Spud: Learning to Fly (2010), and will be complemented with an investigation of the recent South African film, Inxeba (2017). The series of novels and films demonstrate how the contestation between queerness and traditional masculinity threatens heteronormativity and how various forms of violence try to enforce a dominant South African masculinity.

By using critical discourse as a method three discourses have been exposed as active in the advicing articles published on the website of Amelia, a Swedish magazine for women. The three discourses are the neoliberalist, postfeminist and the heteronormative. The research shows, by using the theories of governmentality and the heterosexual matrix, that these discourses collaborate to form the advices that is being given around women’s sexuality and their sexual health on the website of Amelia. The discourses that is being exposed in the research can be described as they are imposing guilt upon women. It also poses women as the solely responsible for the relationship to work and the women are as well expected to conform to their partner, which often is described as a man. This implies that in the advicing articles of Amelia, women and men are not allocated the same position in a relationship. Indicating that it exists an inequal relation in the context, where women are subordinated to men. Finally, the research can contribute to an understanding of the ambiguous expectations existing regarding women´s sexuality.