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Aging has become a problem for men and women in Western societies where youth is touted and revered as a standard of success by which individual value is measured and esteemed. Older women in particular find that as they age they face discrimination in the form of ageism and social diminution. The purpose of the study is to remedy a lack of scholarship on aging in Appalachia and to establish a precedent for future studies. A liberal, feminist approach is used to analyze the results of recorded interviews and to interpret transcripts of relevant data. The results of the analysis are mixed owing to the heterogeneity of the women interviewed and the differences in personal circumstances, socioeconomic status, and levels of education that influence their perceptions. Limitations of the study include: the size of the sample, and a lack of ethnic diversity.

Curious Cycles responds to the tensions that arise when designing technologies for menstruation and menstrual cycles, touching upon notions of curiosity, noticing, sharing, taking or making space, and our relationships with our bodies and their fluids. The project follows a Research through Design approach, guided by Soma Design and feminist research methods. Curious Cycles are a set of cultural probes; objects and interactions designed to gather experiences and insights from ve people who menstruate, throughout the duration of a cycle (approximately one month). The objects are meant to "cultivate curiosity", provoking reections on the ways we currently relate to our bodies and bodily uids and speculating on how we might relate to them in the future. This work seeks to approach the design method of cultural probes from a feminist perspective and contributes through the concept of "cultivating curiosity", a way to design menstrual cycle technologies by attending closely to the changing social and material experiences of the body, which in turn can challenge the cultural taboos surrounding menstruation. / Curious Cycles svarar mot spänningarna som uppkommer när teknologier designas för menstruation och menstruationscykeln, genom idéer kring nykenhet, att märka, att dela med sig, att ta eller göra plats, och våra relationer med våra kroppar och deras vätskor. Projektet följer en Research through Design metodik, guidad av Soma Design och feministiska forskningsmetoder. Curious Cycles är en uppsättning cultural probes; föremål och interaktioner designade för att samla erfarenheter och insikter från fem menstruerande personer genom deras hela menstruationscykel (vilka pågår cirka en månad). Föremålen är menade att kultivera nykenhet för att framkalla reektioner kring de sätt vi för närvarande relaterar till våra kroppar och kroppsliga vätskor på, och även för att spekulera kring hur vi kan relatera till de i framtiden. Detta arbete närmar sig cultural probes från feministiska perspektiv och bidrar med konceptet "cultivating curiosity", ett sätt att designa teknologier för menstruationscykeln genom att ingående uppmärksamma förändringar av sociala och materiella erfarenheter av kroppen, vilket i sin tur kan utmana kulturella tabun kring menstruation.

This study explores how futures studies could engage with critical feminist perspectives in an intrinsic manner and what feminist futures might mean. The study brings attention to the less discussed subject of epistemological basis in futures studies. Literature study and semi-structured interviews with practitioners and researchers working with feminist approaches in the fields related to futures development was deployed. I’ve analyzed Wendell Bell’s discussion on epistemological foundation of futures studies from feminist epistemological perspective, and have suggested the potential of feminist epistemology of situated knowledges and partial objectivity for futures studies. Based on the findings from the semi-structured interviews, an alternative feminist scenario set in Swedish society in the year of 2050 in the format of a fiction is presented with the aim to provide a detailed and situated narrative of political and daily lives in feminist futures. The feminist futures scenario should not be understood as the singular feminist future suggested for implementation. The intention is to demonstrate how the visionary dimensions of feminist studies could be articulated in various forms of futures studies, and to open up space for rich debates on envisioning feminist futures. / Denna studie utforskar hur framtidsstudier skulle kunna anta ett kritiskt feministiskt perspektiv på ett djuplodande sätt och vad feministiska framtider skulle kunna innebära. Litteraturstudier och semistrukturerade intervjuer med utövare och forskare som arbetar med feministiska tillvägagångssätt inom fält relaterade till framtidsutveckling har genomförts. Jag har analyserat Wendell Bells diskussion om den epistemologiska grunden för framtidsstudier utifrån ett feministiskt epistemologiskt perspektiv, och har föreslagit feministisk epistemologi om situerad kunskap och partiell objektivitet som potentiell epistemologi för framtidsstudier. Utifrån fynden i de semistrukturerade intervjuerna presenteras ett alternativt feministiskt scenario för ett svenskt samhälle år 2050 i ett fiktivt format med syftet att ge ett detaljerat och situerat narrativ om det politiska och dagliga livet inom feministiska framtider. Det feministiska framtidsscenariot bör inte läsas som den enda feministiska framtiden avsedd för implementering. Avsikten är att visa hur feministiska studiers visionära dimensioner kan uttryckas på olika sätt i framtidsstudier och ge utrymme för en bred debatt om hur feministiska framtider kan gestaltas.

The newly released Feminist International Assistance Policy (FIAP) aims to gender mainstream all stages of Canada’s international development projects with the goal of using a “truly feminist approach that supports the economic, political and social empowerment of women and girls, [making] gender equality a priority, for the benefit of all people” (Government of Canada, 2017). However, it is not clear what comprises a “truly feminist approach” in the policy or how this is being applied in the field. This thesis therefore aims to assess what feminist approaches can be found within the evaluations of projects that have been conducted under the FIAP and what type of feminism they portray. The methodology consisted of examining three case examples through a document review of key evaluation materials, an interview with a representative from each organization, and a ‘Feminist Evaluation Scorecard’ to summarize the findings. The analysis of these qualitative methods demonstrated that the evaluations, although found to be using some feminist approaches, align better with a technocratic version of feminism rather than a transformational one. It was also found that the participating organizations have limited knowledge of the FIAP and face barriers in implementing feminist approaches within their evaluation work. Some suggestions for future practice were provided including increasing clarity in the wording of the FIAP, providing additional resources to organizations through training and funds so that they may better implement feminist evaluations, and increasing overall communication on expectations so that a “truly feminist” approach may be used in evaluations going forward. / Graduate

Theoretical perspectives of feminist pedagogy provide an alternative lens to examine the teaching and learning process within music education programs in higher education. Music programs have traditionally emphasized formal constructions and static content, which typically are associated with Western European, patriarchal ideologies. Feminist pedagogy, originating in social constructivism and critical theory, offers an instructional approach for a more democratic and diverse curriculum and pedagogy. Extending from feminist pedagogy is Black feminist pedagogy, which offers a more specialized instructional approach for underrepresented populations in education. Both feminist pedagogy and Black feminist pedagogy foster a unique intersection for institutions of higher education whose historic mission integrates race and gender as part of its targeted efforts. When examining the music education literature, particularly as it relates to diverse groups, a feminist instructional approach addresses the interconnections of race and gender as social and cultural constructions, which are almost absent from higher education research altogether. Using the intrinsic case study model and qualitative data, I examine ways feminist pedagogy and Black feminist pedagogy, are integrated into the undergraduate music program at Spelman College, a historically Black college for women. I also investigate how course curricula are inclusive of both traditional feminist and Black feminist pedagogical principles. I explore how discourses of gender, as well as race, play a role in the pedagogical practices of teachers within a single-sex institution committed to the education and empowerment of women of color. Furthermore, I describe ways in which students are influenced by both traditional feminist and Black feminist pedagogical approaches, and how music educators are fulfilling the need to teach music outside their own experiences, which are in some cases, a Western European patriarchal approach. Using Barbara Coeyman’s (1996) four principles of traditional feminist pedagogy for women’s studies in music and the general music major curriculum (i.e., diversity, opportunities for all voices, shared responsibility, and orientation to action), as a theoretical framework the following three components were examined in this study: context (structural influences of gender and race), content (curriculum and course design), and pedagogy (classroom instruction and goals). Data was ascertained through triangulated measures of interviews with faculty and students, observations of class time and performances, and document collection of relevant data sources (e.g., course syllabi, music department handbook, and performance programs). I used findings from the research to demonstrate how discourses of gender and race permeate the institutional environment at Spelman College, and have direct links to curricula structure, as well as the institutional mission of the teaching and learning process of its students. I also used findings to further enhance the knowledge base of music education literature and implications for African-American females in higher education. Finally, suggestions were given as to how music educators can design and teach within a music environment that is socially and culturally inclusive for all students.

In this essay, the concept of online and fourth wave feminism is enhanced through a study of the TikTok-trend #servingcvnt (serving cunt). This study builds on the engagement of contemporary forms of feminist culture with the ever changing dynamic of social media platforms. It offers insight into the otherwise inscrutable world of a TikTok subculture and discloses the mechanisms and practices behind the culturally tinged feminism taking place within it. Combining Muted Group Theory and the conceptual framework of recent feminist media studies, the process of reclaiming is explained and analyzed in terms of feminist humor and shamelessness as resistance tactics. The analysis uses material collected through digital ethnography, encoded through content analysis, that results in detailed studies of video material as well as a portrayal of the digital environment. The study showcases a digital environment tainted by feminine confidence, solidarity and a mentality of shamelessness and humor. #servingcvnt is a subculture constructed by females for females in which they encourage, support and inspire each other to take up space and emancipate from a shaming culture wherein to serve cunt is to reject ideas about how women “should not” be. By constructing their own culture and language, women form a safe sphere in which their own rules and norms apply and reign dominant. This study shows how feminist resistance is injected with a newfound power and possibilities enabled through TikToks media logic and affordances. Hence, this essay should be considered a study of the old phenomenon of reclaiming within a contemporary format of the social media platform TikTok. It is argued that the results and analysis of this study contributes valuable insights to contemporary feminist characteristics, tactics and environments, usable for other future researchers.

This dissertation examines how relatives of gun-violence victims, specifically Black women, move about their environments in the aftermath of sudden and tragic loss. I explore the following research questions: 1) How do Black women, who are co-victims of gun homicide, navigate spaces of trauma? 2) How does the experience of trauma extend into other spaces and spatialities of their lives? 3) What are the social, political, and health implications for Black women with limited mobility who are co-victims of gun homicide? This study draws on a literature synthesis on health geographies, geotrauma, and Black Feminist Geographies, as well as auto-methods, specifically a Black Feminist auto-ethnography (BFA). BFA involves analyzing your own experiences in relation to others in their family and community. My autoethnography of my lived experiences in the neighborhood I grew up in started with the observation of my mother in the aftermath of losing my brother to gun violence in 2012. My dissertation develops a research agenda to theorize how racism, poverty, and trauma compound and how Black women craft survival strategies as they navigate landscapes of trauma. I describe the ways that conventional approaches to understanding gun violence can overlook the layers of trauma and fail to capture the nuances or lived experience of being a co-victim of gun violence. I propose BFA to center and understand the lived experience of co-victims of gun violence and to bear witness to the ways we engage with the world around us while processing the trauma that is carried with us. My autoethnography uncovers key strategies my mother and I used to cope with our loss, especially in the face of institutional failures from the policy. This research points towards a need for better mental health resources for co-victims of gun violence as they process their grief. / Geography

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