Master of Arts / Department of Sociology / Robert K. Schaeffer / The intention of this thesis was to understand why and how women organized or participated in peaceful movements aimed at stopping collective, organized male violence in the public sphere. Historical archives were used to examine four social movements – Mothers of Plaza de Mayo, Greenham Common Peace Camp, Committee of Soldiers’ Mothers of Russia, and the Antimafia Movement – that attempted to end violence from male organizations. The findings from this thesis discovered that through the process of framing, which was permitted by increased power obtained in society through the workforce, women took a peaceful, self-invested, but overall altruistic, role in social movements.

The past two decades posed some challenges for the museum world. Questions about the production of meaning, museum relationships with community groups, and the politics of representation in exhibitions, occupy both museum practitioners and scholars. These questions are further related to the general issues that are at the forefront of contemporary society, which include problems of social inclusion, cultural diversity and social equity (Sandell, 2002; 2007). Most of the discussion has been framed around racial, ethnic and cultural communities and their access to and participation in museum programming. Gender relations and feminist issues have been largely overlooked (Conlan and Levin, 2010: 308). This study considers the representation of women’s work in museums. In particular, I examine portrayals of “culture” and “work” in women’s textile production. Museum literature has documented the subordination (or absence) of women and their work in exhibitions and the hegemonic, patriarchal approach within which they were represented (Porter, 1996; Levin, 2010). Using an ethnographic case study of a museum dedicated to textile collection, I suggest seeing this museum as a potential challenge to mainstream museums’ traditional approach and silence on the women’s work that has created most textiles on display. I examine the meanings that are produced in relation to the textiles, the organization and dissemination of these meanings through exhibitions and the ways in which the public (visitors and members) responds to these exhibitions. In order to explore these questions, Hall’s communication model (1993) was applied to trace the process of encoding and decoding meanings at the museum. My approach to meaning production is realized through observations of the museum’s committee meetings. The second stage is the circulation of meanings in exhibitions. I examine this through an analysis of exhibitions’ texts and docent tours. Decoding these meanings is realized through surveys of museum members and visitors together with short interviews. My findings suggest that initially, the museum offered some oppositional elements in exhibiting practices. However, a shift occurred towards a dominant, hegemonic view of museum work and re-effacing of women’s work with the departure of the founders.

Governments, human rights bodies and disability studies scholars all have suggested that disabled people’s citizenship – the legal status and lived practices that enable membership, participation and belonging in one’s community - depends on consistent, adequate and readily available home and personal supports. Yet, little theoretical or empirical work examines disabled young people’s citizenship or their use of support, particularly from their standpoints. Consequently, the ‘work’ disabled young people do to accomplish citizenship remains unrecognized, as are their unique requirements for support to do that work. Normative non-disabled citizenship assumptions remain unproblematized. This study explores what disabled young people do to accomplish citizenship, using home and personal support as the empirical foci. I used a dialogic theoretical and methodological approach, drawing on Mikhail Bakhtin and Dorothy Smith. Both posit that our talk, consciousness and actions respond to and anticipate the voices of others. Through participatory media arts techniques with disabled young people, ethnographic observation and interviews with gatekeepers to formal and informal care, I describe the work that a group of disabled young people did to secure and maintain support and how this in turn shaped their opportunities for specific citizenship practices: self-determination, community participation and social contribution. I argue that disabled young people's work to secure and maintain support requires that they mobilize the authoritative discourse of 'the poster child': a set of objectified values and views encapsulated in utterances about disabled people as futureless, deficient and deferential, originating in images to promote charitable giving. I trace three sequences of activities in which participants assimilated, resisted or brought poster child utterances into ‘dialogue’. The findings raise questions about the extent to which formal entitlements to supports influence how citizenship is lived. Drawing attention to the gaps and tensions in support provision, the findings illuminate the tremendous invisible, tacit work these participants do to strengthen fragile supports. This work, organized by philanthropic rather than rights discourses, leads to a qualified or fragile citizenship. Finally, the study raises questions about the normative and material demands that we may all experience with respect to achieving citizenship, regardless of disability or age.

Governments, human rights bodies and disability studies scholars all have suggested that disabled people’s citizenship – the legal status and lived practices that enable membership, participation and belonging in one’s community - depends on consistent, adequate and readily available home and personal supports. Yet, little theoretical or empirical work examines disabled young people’s citizenship or their use of support, particularly from their standpoints. Consequently, the ‘work’ disabled young people do to accomplish citizenship remains unrecognized, as are their unique requirements for support to do that work. Normative non-disabled citizenship assumptions remain unproblematized. This study explores what disabled young people do to accomplish citizenship, using home and personal support as the empirical foci. I used a dialogic theoretical and methodological approach, drawing on Mikhail Bakhtin and Dorothy Smith. Both posit that our talk, consciousness and actions respond to and anticipate the voices of others. Through participatory media arts techniques with disabled young people, ethnographic observation and interviews with gatekeepers to formal and informal care, I describe the work that a group of disabled young people did to secure and maintain support and how this in turn shaped their opportunities for specific citizenship practices: self-determination, community participation and social contribution. I argue that disabled young people's work to secure and maintain support requires that they mobilize the authoritative discourse of 'the poster child': a set of objectified values and views encapsulated in utterances about disabled people as futureless, deficient and deferential, originating in images to promote charitable giving. I trace three sequences of activities in which participants assimilated, resisted or brought poster child utterances into ‘dialogue’. The findings raise questions about the extent to which formal entitlements to supports influence how citizenship is lived. Drawing attention to the gaps and tensions in support provision, the findings illuminate the tremendous invisible, tacit work these participants do to strengthen fragile supports. This work, organized by philanthropic rather than rights discourses, leads to a qualified or fragile citizenship. Finally, the study raises questions about the normative and material demands that we may all experience with respect to achieving citizenship, regardless of disability or age.

This dissertation contributes to our understanding of the role of elite single-gender schools in the reproduction of class and gender inequalities. This is an ethnographic study of an all-boys and all-girls school in the Toronto area, combining participant observation, semi-structured interviews, and web and print school documents. I focused especially on students in their final year of high school, when the potential advantages embedded within a private school are most likely to be capitalized on. The data provide an opportunity highlight three mechanisms of class and gender reproduction. First, I explore the teacher/student relationship as a source of advantage for students and show how teachers are complicit in these negotiations. I make sense of this in the context of the schools’ belief in the importance of educating the whole child, including traits like leadership, and the university prep focus of these schools. Second, I focus on how school personnel understand their students as gendered subjects and the contradiction this presents at the all-girls school, where administrators are keen on students defying stereotypes but draw on many of those stereotypes to develop best practices at the school. Third, I analyze the university choice process of these students, noting especially how they construct distinctions between Canadian universities despite Canada not having a steep and well-known hierarchy between institutions, and how they use the established hierarchies in other countries. I bring together theories on the correspondence between the economic structure and the education system and the role of culture in reproduction, staying mindful of how these educational settings are structured and what is happening in the classroom, including how students shape their educational experiences through their actions and their interactions with others, especially teachers.

This dissertation contributes to our understanding of the role of elite single-gender schools in the reproduction of class and gender inequalities. This is an ethnographic study of an all-boys and all-girls school in the Toronto area, combining participant observation, semi-structured interviews, and web and print school documents. I focused especially on students in their final year of high school, when the potential advantages embedded within a private school are most likely to be capitalized on. The data provide an opportunity highlight three mechanisms of class and gender reproduction. First, I explore the teacher/student relationship as a source of advantage for students and show how teachers are complicit in these negotiations. I make sense of this in the context of the schools’ belief in the importance of educating the whole child, including traits like leadership, and the university prep focus of these schools. Second, I focus on how school personnel understand their students as gendered subjects and the contradiction this presents at the all-girls school, where administrators are keen on students defying stereotypes but draw on many of those stereotypes to develop best practices at the school. Third, I analyze the university choice process of these students, noting especially how they construct distinctions between Canadian universities despite Canada not having a steep and well-known hierarchy between institutions, and how they use the established hierarchies in other countries. I bring together theories on the correspondence between the economic structure and the education system and the role of culture in reproduction, staying mindful of how these educational settings are structured and what is happening in the classroom, including how students shape their educational experiences through their actions and their interactions with others, especially teachers.

This thesis presents an examination of how the body is situated within the field of physical fitness: it examines how individuals learn what a ‘fit’ body looks and ‘performs’ like, and explores the benefits of having the appearance of a fit body in our society. The research findings, observations, and conclusions contained within this text are drawn from two inter-related sources: a commonly used fitness industry textbook called Foundations of Professional Personal Training (Anderson, Bates, Cova, & Macdonald, 2008) and my own experiences as a professional within that industry, captured in an auto-ethnographic journal. There are three main, highly interconnected, hegemonic discourses that frame the Foundations of Professional Personal Training text: biomedical expert knowledge, neoliberal biopedagogy, and, most importantly, the discourse of risk management mediated by healthiest risk discourse.

This thesis presents an examination of how the body is situated within the field of physical fitness: it examines how individuals learn what a ‘fit’ body looks and ‘performs’ like, and explores the benefits of having the appearance of a fit body in our society. The research findings, observations, and conclusions contained within this text are drawn from two inter-related sources: a commonly used fitness industry textbook called Foundations of Professional Personal Training (Anderson, Bates, Cova, & Macdonald, 2008) and my own experiences as a professional within that industry, captured in an auto-ethnographic journal. There are three main, highly interconnected, hegemonic discourses that frame the Foundations of Professional Personal Training text: biomedical expert knowledge, neoliberal biopedagogy, and, most importantly, the discourse of risk management mediated by healthiest risk discourse.

Written as three publishable papers, this dissertation examines the individual, community and national level factors related to social cohesion with emphasis placed on the role of economic inequalities. The core of dissertation revolves around two main arguments: The first argues that there is a direct negative association between economic inequality and social cohesion. The second states that this connection is influenced by other factors that include the individuals’ position in the stratification system. The contextual effects are of particular importance because they influence both the relationship between individual economic realities and economic inequality and the link between social cohesion and economic inequality. Focusing on two aspects of social cohesion—civic engagement and social tolerance—I present evidence that (a) high levels of inequality are related to low levels of social cohesion and inclusion; (b) high levels of inequality are associated with lower commitment to democratic principles; and (c) low levels of inclusion are associated with lower commitment to democratic principles such as social tolerance. This dissertation provides links between these topics by exploring the comparative role of inequality in varying social, economic, political, and religious contexts. It examines contextual effects at both the community-level and at the cross-national level to illustrate the patterns and results of social cohesion.

The past two decades posed some challenges for the museum world. Questions about the production of meaning, museum relationships with community groups, and the politics of representation in exhibitions, occupy both museum practitioners and scholars. These questions are further related to the general issues that are at the forefront of contemporary society, which include problems of social inclusion, cultural diversity and social equity (Sandell, 2002; 2007). Most of the discussion has been framed around racial, ethnic and cultural communities and their access to and participation in museum programming. Gender relations and feminist issues have been largely overlooked (Conlan and Levin, 2010: 308). This study considers the representation of women’s work in museums. In particular, I examine portrayals of “culture” and “work” in women’s textile production. Museum literature has documented the subordination (or absence) of women and their work in exhibitions and the hegemonic, patriarchal approach within which they were represented (Porter, 1996; Levin, 2010). Using an ethnographic case study of a museum dedicated to textile collection, I suggest seeing this museum as a potential challenge to mainstream museums’ traditional approach and silence on the women’s work that has created most textiles on display. I examine the meanings that are produced in relation to the textiles, the organization and dissemination of these meanings through exhibitions and the ways in which the public (visitors and members) responds to these exhibitions. In order to explore these questions, Hall’s communication model (1993) was applied to trace the process of encoding and decoding meanings at the museum. My approach to meaning production is realized through observations of the museum’s committee meetings. The second stage is the circulation of meanings in exhibitions. I examine this through an analysis of exhibitions’ texts and docent tours. Decoding these meanings is realized through surveys of museum members and visitors together with short interviews. My findings suggest that initially, the museum offered some oppositional elements in exhibiting practices. However, a shift occurred towards a dominant, hegemonic view of museum work and re-effacing of women’s work with the departure of the founders.