Made available in DSpace on 2014-12-17T14:35:46Z (GMT). No. of bitstreams: 1 IranMLN.pdf: 2971706 bytes, checksum: 874eb46f37bb2e09b9f5eb36be8216c9 (MD5) Previous issue date: 2006-12-13 / In the teaching history course it s found the female teacher entering, reflecting significantly in the continuous process of her identity redefinitions and reconstruction. This entering brings, even in a silent and not explicit way, the confluence of gender identity to professional identity, in which are present the relations of the proper to female. In the mastership case, these relations are found imbricated in the teaching identity construction and in the translation of this profession as female, based in Virgin Mary, through Mariano ideal diffused by the catholic church. Therefore there is a lanck in educational historiography towards the register of female teachers presence, mainly in male religious institute, the reason of this study, in which we seek to investigate: how to explain that a female identity can give support to a highly male educational project? What relations can we establish between this female identity and the entering of female teachers in Maristas Province Schools of North Brazil? We performed a bibliographic research in Maristas Schools Libraries, of Marista historial, in Recife, of Pontificia Universidade Cat?lica do Paran? (Catholic University), in Curitiba-PR. We searched for support in studies about pedagogy history, of Marista Institute, Catholic Church, Brasilian Education and of Women; Mariologic studies, the referring to Marista Educational Proposal, to feminization and to teaching identity; and feminist theology productions. The empirical research included 10 schools from referred province and Marista Schools from Lisbon Portugal. Through semi-estructured interviews, we interviewed pioneer female teachers, Marista former Brothers and Brothers from those schools, due to their presence and action within the study period and for the concern to save their memories about the theme. The study reveals the particularities of Mariano ideal as female model and teaching, and her presence in Marista Educational Proposal. This study, in a historical approach, aims to contribute to give visibility to the woman in history and teaching construction in Brazil, mainly in religious institutions from male origin / No percurso da hist?ria da doc?ncia encontra-se o ingresso da mulher professora, repercutindo significativamente no processo cont?nuo de redefini??es e reconstru??o de sua identidade. Este ingresso traz, mesmo se de modo silencioso e n?o expl?cito, a conflu?ncia da identidade de g?nero ? identidade profissional, em que est?o presentes as rela??es do adequado ao feminino. No caso do magist?rio, estas se encontram imbricadas na constru??o da identidade docente e na tradu??o desta profiss?o como feminina, embasada na Virgem Maria, mediante o ideal mariano difundido pela Igreja Cat?lica. Por?m h? uma lacuna na historiografia educacional quanto ao registro da presen?a de mulheres professoras, notadamente em institutos religiosos masculinos, elemento motivador deste estudo, no qual buscamos investigar: Como explicar que uma identidade feminina pode dar sustenta??o a um projeto educativo eminentemente masculino? Que rela??es podemos estabelecer entre esta identidade feminina e o ingresso de mulheres professoras nos col?gios da Prov?ncia Marista do Brasil Norte? Realizamos pesquisa bibliogr?fica em bibliotecas dos Col?gios Maristas, do Historial Marista, em Recife, da Pontif?cia Universidade Cat?lica do Paran?, em Curitiba. Buscamos aportes em estudos sobre a Hist?ria da Pedagogia, do Instituto Marista, da Igreja Cat?lica, da Educa??o brasileira e das Mulheres; estudos Mariol?gicos, os referentes ? Proposta Educativa Marista, ? feminiza??o e ? identidade docente; e produ??es da Teologia Feminista. A pesquisa emp?rica abrangeu 10 col?gios da referida Prov?ncia e o Col?gio Marista de Lisboa-Portugal. Por meio de entrevistas semi-estruturadas, entrevistamos professoras pioneiras, ex-Irm?os e Irm?os Maristas desses col?gios, em raz?o da presen?a e atua??o destes no per?odo em estudo e pela preocupa??o em ter salvaguardadas suas mem?rias sobre o tema. O estudo revela as particularidades do ideal mariano como modelo feminino e de doc?ncia e sua presen?a na Proposta Educativa Marista. Este estudo, numa abordagem hist?rica, visa contribuir para dar visibilidade ? mulher na constru??o da Hist?ria e da doc?ncia no Brasil, especialmente em institutos religiosos de origem masculinos

Esta dissertação tem como objetivo apresentar e problematizar posturas e posicionamentos de um grupo de alunas de uma turma de quinta série de uma escola pública da periferia de Porto Alegre. Com idades entre onze e treze anos, essas alunas protagonizavam comportamentos e expressavam opiniões que, por vezes, surpreendiam seus professores, uma vez que eram considerados por eles como distantes das atitudes naturalmente relacionadas a uma infância feminina. Neste estudo, sob o aporte dos Estudos Culturais em Educação e dos Estudos de Gênero, em uma abordagem pós-estruturalista, procuro entender melhor os discursos e narrativas que atravessam as posturas desse grupo de alunas, quais as significações atribuídas por essas alunas a tais posturas e também de que forma estas eram significadas naquele ambiente escolar. Para tanto, utilizo-me do conceito de representação, entendido como um processo cultural que inclui as práticas de significação e os sistemas simbólicos através dos quais os significados são produzidos. Quanto à metodologia de pesquisa, empreguei estratégias de investigação de cunho etnográfico. A partir da constituição das unidades analíticas, apresento os posicionamentos e as posturas das alunas reunidos em cinco eixos temáticos: marcas identitárias, posturas escolares, vivências do cotidiano, sexualidade e violência. Penso que esta pesquisa não trata somente de meninas malcomportadas ou bem-comportadas, mas sim de modos diversificados de ser menina na contemporaneidade. / This dissertation aims at both presenting and problematizing postures and behaviors shown by girls attending the fifth grade in a public school located in Porto Alegre outskirts. Aged 11-13 years old, those students were protagonists of behaviors and expressed opinions that sometimes surprised their teachers, as they were regarded by them as distant from attitudes that have naturally been associated to the female childhood. In this study, grounded on Cultural Studies in Education and Gender Studies, in a post-structuralist approach, I have attempted to understand discourses and narratives that have crossed the postures shown by that group of students, which significations have been attributed to such postures by those girls, and how these postures have been signified in the school environment. In order to do so, I have used the concept of representation, here understood as a cultural process that includes signification practices and symbolic systems through which meanings are produced. As to the methodology, I have employed ethnographic investigation strategies. From the constitution of analytic units, I have presented the students' postures divided into five theme axes: identity marks, school postures, daily experiences, sexuality, and violence. I think that this research has not studied either mischievous or well-behaved girls, but diversified ways of being a girl in contemporaneity.

This work has been given the title "The Search for Female Identity" because its core question is: what constitutes female self-identification? This search is carried out by searching literary traces, since self-identification can be deconstructed by analyzing the texts. Texts by an Austrian and a Soviet-Russian writer were chosen as the basis for this deconstruction. In a comparison of their two writings, the difference between the two socio-political systems in terms of their possible influence on self-identification could also be crystallized. The theories used (mainly poststructuralist) together with the interpretations help to extract the pre-discursive nature of the texts and to decipher the image of femininity. The analysis carried out showed that in both societies this picture is full of myths, however, they were developed and implemented differently. In the course of this development the individualistic Western culture encounters the limits of its individuality, which also affects women and influences their unity in themselves. Meanwhile, the post-Soviet society striving for all-round collectivism fails to control the construction of identity, since it does not offer enough playground for self-determination and overwhelms especially women with the imposed standards. Key words: female...

Le Liban est fondé sur une société patriarcale dont l’une des multiples exigences est la naissance d’un garçon au sein des familles. Nous avons pu constater que cette exigence est relayée par les femmes elles-mêmes qui disent souhaiter plus que tout la maternité d’un fils, si possible le premier né. Ce désir si souvent exprimé semble donner raison à la théorie phallo-centrée de Freud qui pose pour la femme une envie primaire du pénis et de sa résolution par la naissance d’un enfant mâle. Pourtant, d’autres théories sur le développement psychosexuel de la femme ont vu le jour déjà chez les disciples directs de Freud puis dans les théorisations psychanalytiques contemporaines. Nous avons voulu explorer cette question en étudiant, grâce à des entretiens cliniques de recherche et la passation de projectifs, le développement psychosexuel de jeunes femmes libanaises à qui depuis leur plus jeune âge, leur entourage et particulièrement leur mère, leur avait explicitement évoquer le fait qu’elles avaient désiré durant leur grossesse un garçon.Si cela nous ne nous a pas permis de trancher le débat entre théorie phallo-centrée et les autres théories, notre travail a mis en évidence que quand le désir inconscient, certes mu par ses conflits inconscients reliés à son propre développement psychosexuel, rencontre le désir de répondre aux mieux à la contrainte sociale de la société patriarcale, la femme bénéficie d’un certain épanouissement. En revanche, force est de constater que dans le cas contraire, les femmes paient une lourde tribu sous formes d’accidents ou d’événements périnataux volontaires et d’une grande souffrance psychique. On a pu aussi mettre en évidence, l’induction de troubles dans les relations précoces avec leur nouveau-né fille qui font le lit à une répétition trans-générationnelle mortifère. Ainsi, à leur tour et en dépit du fait qu’elles déplorent avoir souffert de leur statut de filles-nées, elles désirent donner naissance à un garçon. / Lebanon is based on a patriarchal society whose multiple demands include the birth of a boy within families. We have seen that this requirement is supported by the women themselves, who say they want more than anything the motherhood of a son, if possible the first born. This desire so often expressed seems to support Freud's phallocentric theory, which poses for women a primary desire for the penis and its resolution through the birth of a male child. However, other theories on the psychosexual development of women have already emerged among Freud's direct disciples and then in contemporary psychoanalytical theorizations.We wanted to explore this question by studying, through clinical research interviews and the passing of projective tests, the psychosexual development of young women to whom from an early age, their environment and especially their mother, had explicitly told them that they had wanted a boy during their pregnancy.If this did not allow us to settle the debate between phallocentric theory and other theories, our work has shown that when the unconscious desire, certainly driven by its unconscious conflicts related to its own psychosexual development, meets the desire to respond as well as possible to the social constraint of patriarchal society, women enjoy a certain fulfillment. On the other hand, it must be noted that, otherwise, women pay a heavy price in the form of accidents or voluntary perinatal events and great psychological suffering. We have also been able to highlight the induction of disorders in early relationships with their newborn daughter who make the bed at a deadly transgenerational repetition. Thus, in turn, and despite the fact that they regret having suffered from their status as born girls, they wish to give birth to a boy.

Kamala Das is one of the best-known contemporary Indian women writers, albeit largely for the controversy that her candid, confessional writing has sparked in the relatively traditional context of Indian academia. Since the publication of her first collection of poetry, Summer in Calcutta (1965), Das has been considered an important voice of her generation. Her provocative poems are known for their unflinchingly honest explorations of the self and female sexuality, urban life, and women’s roles in traditional Indian society. Critics have expressed a range of opinions on her work: some laud her boldness, compelling sincerity and striking originality, while others dismiss her work as sensationalist, limited in scope and unsophisticated. In this dissertation, issues of selfhood represented in the poetry of Kamala Das will be analysed with regard to various aspects of her identity, such as those of a housewife, a lover, an Indian, a female writer, and a confessional poet. Selected theories on identity formation posited by Erik Erikson and Norman Holland will be explored, as will relevant hypotheses on female identity by Nancy Chodorow and Judith Gardiner. I propose that selected aspects of these theories shed light on the themes, tones and subject matter of Das’s verse. Almost all of her poems are personal and are fuelled by an intense need for emotional fulfilment. I suggest that the poet’s search for love is central to her identity and I aim to show how this (largely unsuccessful) quest, as reflected in Das’ poems, stems from various expectations by and on her. The recurring theme of expectations and the resulting tones of despair (the ‘hopes and fears’) in her work will be traced and analysed. This research is valuable in that there has been little exploration into identity and expectations in Das’ work and there is almost no research on her emanating from Africa. Through close textual analysis I also aim to highlight how useful insights into identity formation and female writing can enable a more in-depth understanding of Das’s poetry. Both female identity and women’s writing are increasingly significant fields in academia today, and there has been a rise in autobiographical writing in recent years; thus this research will contribute to debates about these issues in contemporary poetry. A portfolio of my own creative writing will accompany the essay. Like Kamala Das, I am also a Malayalee woman (from the province of Kerala in India) and I identify with some of her concerns with regard to the roles of women. Although my writing is not confessional or as personal as Das’s, our shared experience of the socio-cultural expectations placed upon us (due to our gender and ethnic background) links this mini-dissertation to my poetry portfolio. / Dissertation (MA)--University of Pretoria, 2010. / English / unrestricted

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The purpose of this study is to explore the processes of individuation and connection in mother-daughter relationships, and describe how these relationships may or may not be facilitated by the intervention of reflections and joint narratives. This study used social constructionism as the epistemological framework and involved in-depth interviews with three mother-daughter pairs. Hermeneutics was used to analyse the data. The participants' experiences were recounted through the researcher's lens in the form of themes that characterised their relationships as well as interactional patterns. Participant's experiences of the research process, and what the researcher believed were helpful and unhelpful behaviours in her interaction with each mother-daughter pair, were discussed. A comparative analysis was also undertaken between the common themes identified in the stories of the mother-daughter pairs and the literature. The information gained could assist women as well as professionals in understanding and respecting mother-daughter relationships in their specific contexts. / Psychology / M. A. (Psychology)

During the late 1970s and 1980s, feminist critics like Janice Radway began to reconsider so-called women’s genres, like romance novels and soap operas and melodramas, in order to address the forms of subversion and expressions of agency they provided female audiences. However, in spite of greater willingness to consider the progressive potential in romance narratives, there has been little such consideration given to stories of romance for the fighting female character—defined as a protagonist who uses violence, via her body or weapons, to save herself and others. The fighting female has received a good deal of attention from critics like Yvonne Tasker, Sherrie Inness, Rikke Schubart, and Phillipa Gates because she enacts transgressive forms of femininity. However, the typical response has been to ignore the intimate or romantic relationships she has with men or to critique them based on the assumption that such hetero-relationships automatically limit her agency and attenuate her representation as a feminist-friendly heroine. This view presumes that female empowerment opposes or can only be imagined outside the dominant cultural narratives that generally organize women’s lives around their hetero-relationships—whether sexual or platonic, familial or vocational. As I argue, some fighting female relationship narratives merit our attention because they reveal a new cache of plausible empowered female identities that women negotiate through their intimacies and romances with men. These negotiations, in turn, enable innovative representations of male-female relationships that challenge long-standing cultural scripts about the nature of dominance and subordination in such relationships. Combining cultural analysis with close readings of key popular American film and television texts since the 1980s, my dissertation argues that certain fighting female relationship themes question regressive conventions in male-female intimacies and reveal potentially progressive ideologies regarding female agency in mass culture. In essence, certain fighting female relationship narratives project feminist-friendly love fantasies that reassure audiences of the desirability of empowered women while also imagining egalitarian intimacies that further empower women.

The farm in South Africa is an ideologically laden but also ambivalent concept, associated with pastoral ideals and the hierarchy of the colonial past; but also with fear and insecurity. The representation of the farm in the South African farm novel has been subjected to larger processes of development, dissolution and replacement in accordance with changing socio-historical contexts. Accordingly, the farm novel's contribution to the conceptualization of space, place and identity within the South African and postcolonial literary context, needs to be traced and related to the pastoral tradition as well as its mutations and deviations. This dissertation investigates how Olive Schreiner's The Story of an African Farm (1883) and J.M. Coetzee's Disgrace (1999) as anti-pastoral farm novels, in different ways and degrees, rewrite and transcend the pastoral farm novel tradition by rejecting and subverting the inherent ideological assumptions and pastoral values exemplified by this genre. Specific focus is given to the role of space and place in the identity formation of the female protagonists and the conceptualization thereof in a postcolonial society. / Thesis (M.A. (English))--North-West University, Potchefstroom Campus, 2005

The farm in South Africa is an ideologically laden but also ambivalent concept, associated with pastoral ideals and the hierarchy of the colonial past; but also with fear and insecurity. The representation of the farm in the South African farm novel has been subjected to larger processes of development, dissolution and replacement in accordance with changing socio-historical contexts. Accordingly, the farm novel's contribution to the conceptualization of space, place and identity within the South African and postcolonial literary context, needs to be traced and related to the pastoral tradition as well as its mutations and deviations. This dissertation investigates how Olive Schreiner's The Story of an African Farm (1883) and J.M. Coetzee's Disgrace (1999) as anti-pastoral farm novels, in different ways and degrees, rewrite and transcend the pastoral farm novel tradition by rejecting and subverting the inherent ideological assumptions and pastoral values exemplified by this genre. Specific focus is given to the role of space and place in the identity formation of the female protagonists and the conceptualization thereof in a postcolonial society. / Thesis (M.A. (English))--North-West University, Potchefstroom Campus, 2005