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温建華. / "2003年5月". / 論文(哲學碩士)--香港中文大學, 2003. / 參考文獻 (leaves 91-95). / 附中英文摘要. / "2003 nian 5 yue". / Wen Jianhua. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2003. / Can kao wen xian (leaves 91-95). / Fu Zhong Ying wen zhai yao. / 圓與個案 --- p.v / 前言 --- p.viii / Chapter 第一章 --- 吉利根與女性主義倫理學 --- p.1 / Chapter 第一節 --- 科爾伯格與吉利根的論戰 --- p.2 / Chapter I. --- 科爾伯格的道德發展理論 --- p.2 / Chapter II. --- 吉利根：另一種道德聲音 --- p.5 / Chapter 第二節 --- 概念界定及說明 --- p.9 / Chapter 第三節 --- 女性主義倫理學對道德的看法 --- p.24 / Chapter 第四節 --- 小結 --- p.32 / Chapter 第二章 --- 道德與自我 --- p.36 / Chapter 第一節 --- 具體他人與道德責任 --- p.36 / Chapter 第二節 --- 關聯性的自我觀 --- p.40 / Chapter I. --- 關聯性自我觀確立的參照點和預設 --- p.40 / Chapter II. --- 關聯性自我觀的特點 --- p.42 / Chapter 第三節 --- 以關聯性取代社群性 --- p.51 / Chapter 第四節 --- 小結 --- p.58 / Chapter 第三章 --- 關懷、道德感知與道德判斷 --- p.61 / Chapter 第一節 --- 關懷作為一種感知模式 --- p.62 / Chapter I. --- 個案 --- p.63 / Chapter II. --- 關懷與偏倚的真相 --- p.65 / Chapter 第二節 --- 道德判斷、個殊性與道德感知 --- p.68 / Chapter 第三節 --- 關懷情感與道德感知 --- p.76 / Chapter I. --- 情感在道德推理中的地位 --- p.76 / Chapter II. --- 情感與道德判斷 --- p.79 / Chapter III. --- 自我標準與情感教育 --- p.83 / Chapter 第四節 --- 小結 --- p.84 / Chapter 第四章 --- 結語 --- p.86 / 參考書目 --- p.91

This research takes a feminist post-structuralist perspective, informed by Lacanian and post-Lacanian theory to explore constructions of femininity, woman, and women’s experiences in the ‘post-feminist’ context of contemporary Western culture. How do post-feminist discursive constructions of woman regulate women’s subjectivity and define the field of possible actions and shape desire? What does post-feminist discourse make possible and consequently what does it exclude from the realm of possible actions and articulations? These questions are explored empirically through two studies: first, a discourse analysis of post-feminist discourses in popular media and, second, a discourse analysis of in-depth interviews with women on their experiences and views of ‘femininity’ and gender-power relations. From the analysis of Study 1, I argue that ‘post-feminism’ produces a feminine subject who understands herself to be ‘emancipated’, to have the same opportunities as men and the same ‘choices’ whilst simultaneously reproducing dominant patriarchal versions of femininity which continue to regulate and constrain women’s desire In Study 2, analysis of the interview texts illustrates some of the ways that feminine subjectivity continues to be regulated by patriarchal fantasies and ideals of ‘woman’. It was found that the regulative power of masculine fantasies of woman as ‘home’ and as ‘ideal mother’ constrain the interviewee’s experiences, choices and desires despite the post-feminist insistence that woman is no longer bound by anachronistic expectations or outmoded stereotypes. Overall, it is proposed that a post-feminist ‘regime of truth’ profoundly impacts on our ability to critically engage with issues of power as they relate to gender inequality. / Doctor of Philosophy (PhD)

<p>Denna studie behandlar konflikten mellan radikalfeminism och marxism i Sverige på 1970-talet. Syftet är att visa hur denna ideologiska konflikt yttrade sig i praktiken när de båda kvinnoorganisationerna Grupp 8 och Arbetets Kvinnor debatterade om sexualitet, abort samt moderskap och barnuppfostran. Materialet som använts i studien är dessa båda organisationers egna tidskrifter. Studien visar hur Grupp 8: s och Arbetets Kvinnors skilda åsikter gällande de ovan nämnda frågorna var beroende av deras ideologiska tillhörighet.</p>

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Feb. 8, 2007). PDF text: v, 253 p. UMI publication number: AAT 3216337. Includes bibliographical references. Also available in microfilm and microfiche format.

Denna studie behandlar konflikten mellan radikalfeminism och marxism i Sverige på 1970-talet. Syftet är att visa hur denna ideologiska konflikt yttrade sig i praktiken när de båda kvinnoorganisationerna Grupp 8 och Arbetets Kvinnor debatterade om sexualitet, abort samt moderskap och barnuppfostran. Materialet som använts i studien är dessa båda organisationers egna tidskrifter. Studien visar hur Grupp 8: s och Arbetets Kvinnors skilda åsikter gällande de ovan nämnda frågorna var beroende av deras ideologiska tillhörighet.

Historical studies of the feminization of teaching have provided important additions to feminist understandings of teaching and education in general. However, most historical accounts of the feminization of teaching have absorbed the body. Teachers are presented as body-less entities. El cuerpo is ignored, passed over, and perhaps denied to the point of invisibility. The absence of the body in educational research is problematic. The purpose of this dissertation is to reveal the images of the body of the teacher in the history of the feminization of teaching (HFT) texts and to illuminate the discursive impacts on the body of the teacher in HFT texts. Multiple epistemologies of the body provide a theoretical framework and analytical tool to highlight the often-ignored and marginalized body of the teacher. I draw on multiple research methods of deconstruction, genealogical analysis, and carnal metodologías to allow for images of the body to emerge and for discursive impacts on the body to surface. Four images of the body are discussed as possibilities: teacher as container, spatial organization of the teacher’s body, teacher’s body as performative, and resisting bodies. The implications of the study suggest a rethinking of the teacher’s body as a vessel of multiple possibilities and counter discourses, beginning in a revolutionary teacher education. Western and androcentric conceptions of educational spaces must be redefined in order to allow for new possibilities for teaching and learning. Unleashing the “unruly” passionate body of the teacher is a subversive act of contingency and critical transformative pedagogies. The study concludes with recommendations for further research intended to broaden the research scope of current educational inquiry. Suggestions for deeper examinations include a genealogical analysis of teaching and the teacher in order to problematize current educational discourses (i.e., accountability, best practices, child centered, cooperative learning). Hybrid methodologies and examinations that center the body in current contexts could generate more discussion about the (im)possibility to carry out liberatory/radical projects in the classroom. Examinations of how research impacts and is impacted by the body could illuminate the inter- intrarelationship that research has with the body.

Thesis (doctoral)--Freie Universität, Berlin, 1982. / Includes bibliographical references (p. 270-279).

Thesis (M.A.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 263-288). Also available for download via the World Wide Web; free to UO users.