A presente pesquisa acompanha e analisa o desenvolvimento do projeto “________(título)” entre os anos 2012 e 2015. Este projeto consiste em um experimental de arquivamento , edição e apresentação de uma série de livros e instalações em espaços expositivos que contam com a participação de outros artistas. Na pesquisa, são abordadas questões como formação pessoal, performatividade e formas de apresentação e arquivamento em arte. Como resultado da pesquisa, será apresentada uma nova versão impressa do livro “________(título)” e uma experimentação expesitiva na Pinacoteca Barão de Ângelo do Instituto de Artes. / The present research monitors and analyzes the development of the project “________(title)” between the years 2012 and 2015. This project is an experimental process of archiving, editing and presentation of a serie of books and installations which include the participation of others artists. In the research are discussed issues like formation, performativity, forms of presentation and archiving in contemporary art. As result of the research are presented a new printed version of the “________(title)” book and the experimental installation at Pinacoteca Barão de Ângelo do Instituto de Artes.

Identity is not fixed but rather performed through interactions. The eminent philosopher and gender theorist, Judith Butler famously investigates performativity in her research on gender. Butler asserts that “gender is not a performance that a prior subject elects to do, but gender is performative in the sense that it constitutes as an effect the very subject it appears to express” (314, emphasis original). She believes that gender identity is performative because it constitutes itself though actions, gestures, and speech. This project seeks to investigate the performative nature of roller derby personas, highlighting the identities of the characters in the movie Whip It and the comic series “Slam!” to help students learn to perform an academic identity in writing. Reading roller derby texts through the lens of performativity can be a useful pedagogical tool because it helps students see that a writer’s identity can be carefully crafted into an academic persona. In this project, I examine these texts to discover how roller derby personas are constructed and performed. The texts introduce freshmeat skaters to roller derby and explore how their new derby persona is negotiated and informed by the derby community. By creating a new persona, the characters are able to constitute it through their performance. Students in First Year Composition are undergoing a similar process to the freshmeat skaters: they are learning to craft an academic identity when they enter the university. Ultimately, a performative academic identity can lead to greater agency both in and out of the classroom because it helps students take a stance and control their performance as writers.

This interdisciplinary research bridging geography and fine art (‘geo-aesthetics’) follows contemporary artwork journeys from the studio into the public domain to discover how notions of value shift as the artwork travels. It seeks transfigurative nodes and their catalysts to explore how art matters: firstly how it becomes matter in the studio, and then how it comes to matter beyond the studio door. Two case studies at key moments of revaluation, a buy-out and a buy-in, both reveal responses to uncertainty that stress different kinds of collectivity. The first case study follows artistic practice and process in four studios in a Johannesburg atelier to investigate intrinsic value and finds ‘artistic thinking’. The second case study follows the assemblage of a private art collection managed from Cape Town, initially as an art fund, to investigate extrinsic valuation and finds ‘structural thinking’. These different modalities in the production and consumption circuitry of the artworld have unexpected correlations including shared artists and three linking concepts, namely, uncertainty, mobility, and the web. These in turn inform three observations: nested capacity, derivative value, and art as a public good. Two key findings emerge: contemporary art is itself a vector of value that performs meaning as it moves; and public interest is a central characteristic from which other valuations flow. The research uses repeat interviews, site visits and visual methods, which are triangulated with artwork trajectories to surface linkages between space and imagination. It offers a performative theory of value that speaks to an expanded new materialism. Applying an ecological framework allows a final transfiguration for an artworld ecosystem that (re)values contemporary art as part of an undercommons.

University of Technology, Sydney. Faculty of Education. / This thesis examines the construction processes of language, culture and identities in relation to both the macro level of society and culture, as well as the micro-individual level. It argues that there is a need to understand these constructions beyond discrete notions of language, identities and culture. The thesis mobilises performativity theory to explore how exposure to a variety of practices during the life trajectory has an impact on the construction and performance of language, identities and culture. It shows how a theory of performativity can provide a comprehensive account of the complex process of, and the relationships between, hybridisation (engagement in a range of cultural practices) and monolithication (nostalgic attachments to familiar practices). The thesis also suggests that the deployment of performativity theory with a focus on individual biography as well as larger social-cultural factors may fill a gap left in some other modes of analysis such as Critical Discourse Analysis (CDA) and Conversation Analysis (CA). Analysing data from four workplaces in Australia, the study focuses on trans-institutional talk, namely casual conversation in which people from a variety of linguistic and cultural backgrounds work together. Following the suggestion (Pennycook 2003; Luke 2002) that there is a need to shift away from the understanding that a particular language is attached to a particular nation, territory and ethnicity, the thesis shows how discrete ethnic and linguistic labels such as ‘Japanese’ and ‘English’ as well as notions of ‘code-switching’ and ‘bi-lingualism’ become problematic in the attempt to grasp the complexity of contemporary transcultural workplaces. The thesis also explores the potential agency of subjects at the convergence of various discourses through iterative linguistic and cultural performances. In summary, the thesis provides deeper insight into transcultural performances to show the links between idiosyncratic individual performances and the construction of transcultural linguistic, cultural phenomena within globalisation.

<p>The aim of this essay is to answer the question of how – in what ways – Jeanette Wintersons Written on the Body and Sarah Waters’ Tipping the Velvet are queer texts. My method is that of a thematic analysis, focusing on words and phenomenon related to definitions of the multi facetted term “queer”. The analysis covers themes of lesbian focus, performativity, performance, speech-acts, and heteronormative and queer relationships. My results are presented in a dialogue between the novels themes and queer theory, foremost represented by Judith Butler. My conclusion is that the literary texts are indeed queer, in several ways, and that both of them, although different, serve important queer purposes.</p>

<p>This essay investigates the results of participation by teenage girls in feminist groups, the so called girl groups. These groups are descendants of the awareness-raising groups of the 1970’s feminist movement. The essay assumes the relevance of theories of heteronormativity and performativity, as well as theories surrounding two different ways to organize girl groups. It is done either through the Pippi-feminism, named after strong independent book character Pippi Longstocking, or through the collective empowerment feminism. The aim of this essay is to examine the outcome of these groups – that is, what previous participants remember and have taken to heart of what was discussed at the girl groups. Through using interviewing methods influenced by the methodology of feminist oral history, memories and experiences by these former participants concerning their involvement with the girl groups have been recorded. The informants give mostly positive accounts of their time in the girl group, emphasizing the importance of the discussions which the group brought up concerning feminism and sexuality. Another important aspect of the group was the role playing, which allowed the girls to explore new performative utterances. One important conclusion is that considering the effectiveness and importance of these girl groups, there is a need to find ways to organize similar groups for boys, so that the responsibility for a gender equal society is distributed equally between the sexes. This essay investigates the results of participation by teenage girls in feminist groups, the so called girl groups. These groups are descendants of the awareness-raising groups of the 1970’s feminist movement. The essay assumes the relevance of theories of heteronormativity and performativity, as well as theories surrounding two different ways to organize girl groups. It is done either through the Pippi-feminism, named after strong independent book character Pippi Longstocking, or through the collective empowerment feminism. The aim of this essay is to examine the outcome of these groups – that is, what previous participants remember and have taken to heart of what was discussed at the girl groups. Through using interviewing methods influenced by the methodology of feminist oral history, memories and experiences by these former participants concerning their involvement with the girl groups have been recorded. The informants give mostly positive accounts of their time in the girl group, emphasizing the importance of the discussions which the group brought up concerning feminism and sexuality. Another important aspect of the group was the role playing, which allowed the girls to explore new performative utterances. One important conclusion is that considering the effectiveness and importance of these girl groups, there is a need to find ways to organize similar groups for boys, so that the responsibility for a gender equal society is distributed equally between the sexes.</p>

The main theme of this thesis is the relation between education governance and social inclusion and exclusion. Overall the thesis is based on a life history approach were biographical interviews with young people are complemented with other contextual data such as survey data, longitudinal statistics, interviews with local politicians and school actors and local reports. Data were generated in three Swedish areas: a rural area in the North, an advantaged segregated area, and a disadvantaged segregated area in the South. The thesis consists of four articles that use the concepts of biography, space, and mobility. Article 1. examines the increasing usage of biographical registers in school. It suggests that biography as a form of education governance serves to construct the students as both objects for assessment and as a relay for continuous self-assessment. As such, this is a socio-political technology that is important to acknowledge in order to understand processes of social inclusion and exclusion. Article 2. addresses the following empirically generated question: How is it possible to understand the fact that disadvantaged students from a segregated area have such optimistic future orientations in relation to further education and work? Building on life history interviews with a small sample of refugee youth from a disadvantaged segregated area the paper presents a concept labelled Utopian diaspora biography (UDB). UDB describes a process whereby a high level of aspiration concerning education and labour is accumulated as a consequence of the social, temporal and spatial dynamic of the biography. Article 3. is an attempt to develop new understandings about local production of social inclusion and exclusion in a decentralised, individualised and segregated school landscape. Using a wide range of data the article suggests that local differences concerning schooling and the outcomes of schooling – both in terms of statistical patterns and the identities produced – are interrelated and are based on an amalgamation of local policy implementation, material conditions and spatially guided representations. Article 4. deploys the concept of mobility in order to explore how space and class become related to education and social inclusion and exclusion in the three chosen areas as young people are spatially situated but move, want to move, dream about moving, try to move, and fail to move through, in and out of different forms of communities. This paper shows that the possibilities of moving to desired places on the education- and labour market are unequally distributed between young people and between places. The analysis also seeks to move beyond schematic typologies such as those of ‘immobile working class’ and ‘mobile middle class’ by exploring how mobility is made meaningful and how notions about mobility are structured and enable action. In summary, the thesis contributes to the discussion on processes of inclusion and exclusion in contemporary society. These processes are understood as inter-disciplinary problematics that include the social production of spatiality, historicality, and sociality at both the societal level and on the level of identity. Crucial aspects concern aestheticisation and performativity in education which imply an increasing focus on discursive, or textual, dimensions of identity formation and the competitive strategies developed by students in order to secure social inclusion through the marketing of oneself. Under these circumstances, new identities and new forms of social inclusion and exclusion are produced.

The aim of this essay is to answer the question of how – in what ways – Jeanette Wintersons Written on the Body and Sarah Waters’ Tipping the Velvet are queer texts. My method is that of a thematic analysis, focusing on words and phenomenon related to definitions of the multi facetted term “queer”. The analysis covers themes of lesbian focus, performativity, performance, speech-acts, and heteronormative and queer relationships. My results are presented in a dialogue between the novels themes and queer theory, foremost represented by Judith Butler. My conclusion is that the literary texts are indeed queer, in several ways, and that both of them, although different, serve important queer purposes.

This essay investigates the results of participation by teenage girls in feminist groups, the so called girl groups. These groups are descendants of the awareness-raising groups of the 1970’s feminist movement. The essay assumes the relevance of theories of heteronormativity and performativity, as well as theories surrounding two different ways to organize girl groups. It is done either through the Pippi-feminism, named after strong independent book character Pippi Longstocking, or through the collective empowerment feminism. The aim of this essay is to examine the outcome of these groups – that is, what previous participants remember and have taken to heart of what was discussed at the girl groups. Through using interviewing methods influenced by the methodology of feminist oral history, memories and experiences by these former participants concerning their involvement with the girl groups have been recorded. The informants give mostly positive accounts of their time in the girl group, emphasizing the importance of the discussions which the group brought up concerning feminism and sexuality. Another important aspect of the group was the role playing, which allowed the girls to explore new performative utterances. One important conclusion is that considering the effectiveness and importance of these girl groups, there is a need to find ways to organize similar groups for boys, so that the responsibility for a gender equal society is distributed equally between the sexes. This essay investigates the results of participation by teenage girls in feminist groups, the so called girl groups. These groups are descendants of the awareness-raising groups of the 1970’s feminist movement. The essay assumes the relevance of theories of heteronormativity and performativity, as well as theories surrounding two different ways to organize girl groups. It is done either through the Pippi-feminism, named after strong independent book character Pippi Longstocking, or through the collective empowerment feminism. The aim of this essay is to examine the outcome of these groups – that is, what previous participants remember and have taken to heart of what was discussed at the girl groups. Through using interviewing methods influenced by the methodology of feminist oral history, memories and experiences by these former participants concerning their involvement with the girl groups have been recorded. The informants give mostly positive accounts of their time in the girl group, emphasizing the importance of the discussions which the group brought up concerning feminism and sexuality. Another important aspect of the group was the role playing, which allowed the girls to explore new performative utterances. One important conclusion is that considering the effectiveness and importance of these girl groups, there is a need to find ways to organize similar groups for boys, so that the responsibility for a gender equal society is distributed equally between the sexes.

The word “queer” generates mixed feelings. For some, it is a way to denigrate gays and lesbians, though, in recent years, those in LGBT communities have re-appropriated the term and have given it a more positive spin. This project aims to investigate exactly that kind of social action, specifically, looking at the way some take socially constructed norms and queer them in order to develop new meanings. First, this thesis explores how social norms impacted identity creation in ancient Rome and Greece. It then surveys the theories behind norms, along with their formation and maintenance in current society. Next, this project looks at queer theory and how norms have shaped the ways we build our identities, and vice versa. Finally, this research takes a rhetorical perspective by applying components of the canon to different elements of identity cultivation and presentation, with invention representing the former and delivery the latter.