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This thesis contributes with a countryside perspective to queer research by highlighting the countryside as a context where queer lives are lived. In the thesis I problematize the city/countryside divide with a view of the concept of queer as dependent on space and time.  The empirical materials are generated through a workshop on queerness, gathering people living within a countryside context; the materials consist of a discussion and written responses to questions on queerness and the city/countryside binary. Theoretically and methodologically, the thesis is inspired by the notion of agential realism (Barad 2007) and situated knowledge, (Haraway 1988); the use of creative writing, inspired by Richardson (1994 and 2000), has also been central to the development of the thesis. The analysis is carried out within themes focusing on conditions for queerness within city/countryside experienced by people situated in the countryside. The analysis shows how space, time, contexts and intersections are entangled and queering the city/countryside divide.

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I många tidningsartiklar går det att läsa om att Norge har en mer levande landsbygd än Sverige, men vad är det egentligen som skiljer sig åt mellan länderna? I den här uppsatsen har Sverige och Norges landsbygdspolitik studerats och därefter har en fallstudie på en kommun i respektive land har utförts. De kommuner som har undersökts är Ragunda kommun i Sverige och Röros kommun i Norge. Dessa har valts utifrån vissa likheter som lokalisering, befolkningsmängd och att båda kommunerna har vattenkraft. Kommunerna har studerats utifrån faktorerna finansiering, service och näringsliv. Det finns vissa skillnader gällande landsbygdspolitiken i länderna, hur naturresurser beskattas, skillnader i arbetsgivaravgifter och den allmänna synen på landsbygden skiljer sig åt mellan länderna. Trots det är det inte särskilt stor skillnad gällande finansiering, service och näringsliv för just dessa kommuner. / Many newspaper articles discuss how Norway has a more vibrant rural area than Sweden, but what are the actual differences between the two countries? This essay examines the rural policies of Sweden and Norway, followed by a case study of one municipality in each country. The municipalities under investigation are Ragunda Municipality in Sweden and Røros Municipality in Norway. These municipalities were chosen based on certain similarities such as location, population size, and both having hydropower resources. The study focuses on the factors of funding, services, and business environment within the municipalities.There are some differences in rural policies between the countries, including how natural resources are taxed, variations in employer contributions, and disparities in the general perception of rural areas. However, there is not a significant difference in terms of funding, services, and business environment for the municipalities.

This thesis explores the processes by which agri-environmental policy has developed in Scotland, using the 1996 Countryside Premium Scheme consultation as a case study. The role of interest groups within the policy process and the impacts those groups have on policy outcomes through the provision of information to policy-makers are investigated. In the process of developing a new policy, policy-makers require new information. In designing agri-environmental schemes, the Scottish Office requires information on the likely environmental, farm management and farm income impacts of proposed schemes and prescriptions. Such information is increasingly sought through public consultations, which can be considered in terms of the policy-makers demanding information which is then supplied by interested parties. This policy 'market' is amenable to analysis using economic tools more generally used in conventional markets for priced goods and services, such as the Structure-Conduct-Performance framework and the analysis of transaction costs. The public consultations undertaken prior to the introduction of the Countryside Premium Scheme in 1997 was investigated as such a policy 'market'. This revealed the structure of the agri-environmental policy network within Scotland. Three-quarters of the 71 respondents to the consultation were interviewed to establish their conduct within the policy process, and the costs involved in their providing information to the Scottish Office. The impact of the information provided on the policy outcome was explored using a combination of the perceptions of the policy actors surveyed and, more objectively, a comparison of the suggestions made in the written consultation responses with the changes made prior to implementation of the Scheme. The transaction costs paid by interest groups involved in this consultation were the equivalent of around £50,000. In return for this investment, both agricultural and environmental interest groups were found to have had some limited impact on the policy outcomes, through the provision of different types of information.

O presente estudo teve como objetivo analisar as questões de gênero e sexualidade suscitadas a partir da presença de professores homens que atuam nos Anos Iniciais do Ensino Fundamental em duas roças no interior da Bahia. Ao longo do processo de generificação das profissões, diversos ofícios foram feminizados. Contudo, o magistério se destaca entre os demais, pois ainda hoje há uma acentuada demarcação dessa profissão como ideal para as mulheres. A pesquisa situa-se nos campos teóricos dos estudos de gênero, estudos culturais e pós-estruturalismo e estudos das masculinidades. A roça foi compreendida na pesquisa enquanto um lugar generificado e sexualizado que apresenta seus próprios discursos nas construções de gênero e sexualidade. Embora não seja o foco central da pesquisa a Educação do/no Campo também é abordada na dissertação, uma vez que é nessa modalidade de ensino que as duas escolas pesquisadas estão inseridas. A metodologia escolhida foi a etnografia e como procedimentos de produção de dados foram utilizadas a observação-participante, a elaboração do caderno de anotações e entrevistas-semiestruturadas Foram entrevistados dezesseis adultos, sendo pais, professores/as gestores/as e quatro crianças, duas de cada escola. Além das conversas informais com diversos atores sociais da comunidade escolar e rural, mas os três professores homens são considerados os principais informantes da pesquisa. A partir das análises realizadas é possível concluir que a presença dos professores homens na docência com crianças ainda desperta questionamentos, tensões e pânicos morais. Foi possível observar que essas construções discursivas refletem nas suas aulas e na relação com as crianças. A partir dos dados produzidos emergiram três categorias analíticas centrais: o medo da pedofilia, os questionamentos em torno das masculinidades dos professores e as práticas pedagógicas que buscam um distanciamento de qualquer elemento considerado culturalmente como feminino. Por meio de diferentes discursos esses homens ao optarem por uma profissão historicamente feminizada são vistos como fora do lugar. / The current paper aimed to analyze gender and sexuality issues aroused from the presence of two male teachers who work in the First Years of Elementary School in two different sites in the countryside in the State of Bahia. Along the gender formation process present in the occupations, several ones were considered feminine. However, the teaching stands out from the others, once even today there is a pronounced demarcation of this profession as ideal for women. The present research is located in the theoretical fields of gender studies, cultural studies and also post-structuralism. The countryside was understood in the research as a gendered and sexualized place which presents its own discourses in the construction of gender and sexuality. Although it is not the central focus of this research, the Education in/of the countryside is also approached in the dissertation, once it is in this teaching modality that the two researched schools are inserted. The methodology chosen was the ethnography and as the data production procedures the participative-observation was utilized, as well as the elaboration of a diary for notes and also semi-structured interviews Sixteen adults were interviewed, among parents, teachers, school administrators as well as four children, two from each school. Besides the informal conversations with several social actors from the school community and the rural community, the three male teachers were considered the main informers of the research. From the carried analyzes it is possible to conclude that the presence of male teachers within the context of the teaching practicing with children still provokes questionings, tensions and moral panic. It was possible to observe that such discursive constructions are reflected in their classes and in their relation with the children. From the produced data, three central analytic categories emerged: the fear of pedophilia, the questionings around the teachers‟ masculinities and the pedagogical practices which search for a distance from any element culturally considered as feminine. By means of different discourses, these men, by opting for a historically feminine profession are seen as out of their places.