Global ETD Search

1	The Colonized Cyborgs : A feminist postcolonial perspective and intersectional exploration of feminized digital avatars in the West Sigurðardóttir, Sara Margrét January 2020 (has links) Colonial legacies continue to impact representational practices in contemporary society. Social media platforms have provided a patriarchal marketplace in which female bodies become commodifiable products as ‘influencers’ and processes of racialisation and Othering are reproduced. A novel feature is the emergence of computer-generated imagery depicting feminized and racialised figures, or avatars, created by US and UK companies for profit. The objective of this thesis is to examine the problematics of the avatars in their construction, discursive practices and potential social and political impact by examining a range of material spanning from articles to social media images. To this end, a critical discourse analysis is conducted with a theoretical framework comprising feminist postcolonial theory and intersectionality. Building on feminist works on colonial legacy, conceptions of the Other, and Donna Haraway’s cyborg idea, measures of objectification and exotification are investigated. Exemplified by two leading avatars, the thesis explores their potential implications for power dynamics in society. The analysis found that while claiming to enhance representation and diversity the avatars effectively work against these goals. Considering histories of colonialism and the avatars’ profitability for patriarchal and capitalist agendas, they overtly and subtly reinforce systemic inequalities and materialise processes of Othering and racialisation embedded in social discourse. Expanding on existing disparities the avatars produce a novel marketable feature for corporations through social media that influences and shapes social perceptions spanning from fashionable ideals to, ultimately, political beliefs. CGI influencers and social media feminist postcolonial theory the Other cyborgs intersectionality critical discourse analysis Gender Studies Genusstudier
2	Awakening Egyptian Women’s Conscience - A critical discourse analysis : Doria Shafiq’s writings in Bint an-Nīl 1948-1956, from a postcolonial perspective Haag, Leonora January 2021 (has links) This research gives an academic perspective on eleven articles written by Doria Shafiq and published in Bint an-Nīl 1948-1956, where the ideological undertones of her feminist discourse were critically examined. The purpose of this qualitative analysis was to study how Shafiq, in an Egyptian context, discussed the contemporary women's societal participation and status, but also which ideological values and conceptions were prominent in her articles. Gayatri Spivak’s reconceptualization of representation and Chandra Mohanty’s identification of ethnocentrism in feminist discourse, were drawn upon to examine representation, agency, essentialisation and Eurocentrism. An extensive linguistic analysis and examination of the socio-cultural context were conducted, using Norman Fairclough’s Dialectical-Relational Approach. The results showed that women’s agency was grammatically reduced and that women in object formation were described as a monolithic entity. Conflicting statements exhibited an ideological shift in the content, as a reflection of how the contemporary political conditions changed in Egypt. Doria Shafiq both reproduced a patriarchal discourse that perpetuated discursive victimisation of women, but also subtly induced liberal values and progressive depictions of the contemporary Egyptian woman. Feminist movement Egypt Doria Shafiq Critical Discourse Analysis Feminist Postcolonial theory Bint al-Nīl nationalism identity representation Eurocentrism essentialisation Specific Languages Studier av enskilda språk
3	POSTCOLONIAL DISSENT SCENOGRAPHY: setting civic scene, building urban voice, new societies prototyping facilitation for Tensta. Otkalenko-Povalinska, Mariia January 2022 (has links) Urban space is a product of power relations and negotiations in society. Who gets represented and monumentalised in it, you? One is being formed and deformed by the environment they are placed into through the way it functions and suggests certain actions in a particular sequence, through the power distribution in its spatial equivalent. Cities, consciously or not, dictate and proclaim “norms” encoded into their visible and invisible fences by those in majority, those in power, systematically failing the misfits. Yet rebellious minorities coming out of oppressive systems refuse to be silenced and “normalised”, their dissent practices carry critical potential, highlighting systematic obstacles, testing response measures and prototyping alternative futures. For my research I define:Social sustainability as constant renewal of the system and social contract, adapting to the newly occurring challenges of the time.Dissent as expressing opinions, demanding conditions and carrying lifestyles, at variance with those hegemonic or officially held. Working in Stockholm’s suburban area of Tensta I concentrate on local postcolonial dissident practices. I want to take a look at how they can inform urban planning, making the system more flexible and adaptable to constant changes. I decode the disciplining choreography of the city and examine roles of such dissent actors as planner, civic educator, warrior and builder. In my design proposal I try toset a new civic urban stage with shifting borders, multilayered visibility, entrance and escape points, with mobilisation, education, commoning and retreat backstage able a) of making global, national and communal politics a local and tangible affair, b) of enhancing and empowering individuals and minorities in their role as civic actors, building peaceful urban voice; and create flexible local ecosystems c) facilitating new grassroots societies prototyping. Social sustainability feminist postcolonial theory intersectionality dissent civic space popular education protest parade space occupation grassroots society prototyping urban design Tensta Architecture Arkitektur
4	“Equality, Development and Peace for All Women Everywhere”? : An Analysis of Sexual Violence Against Women and Concurring International Conventions Concerned with Protecting the Rights of Women Müller, Annika Sophie January 2020 (has links) Violence against women continues to be an issue that severely impacts women worldwide. Since the global spread of the #MeToo movement in 2017, debates regarding this issue significantly increased. Yet the precise ways in which women are impacted by violence, heavily influenced by their unique and diverse aspects of identity, are often disregarded. By focusing on two of these aspects of identity, namely gender and nationality, and comparing the circumstances of sexual violence against women in Germany, Nigeria, and South Korea, this thesis aims to showcase the diverse experiences of ‘being a woman’ and what this implies regarding the issue of sexual violence against women. With an additional analysis of four important international conventions aimed at ameliorating women’s lives (UDHR, CEDAW, DEVAW, and BPfA) regarding their acknowledgement of this diversity and guided by three theories, namely Multi-Ethnic Feminism, Feminist Postcolonialism, and Intersectionality, this thesis highlights the necessity of including everyone and their unique experiences with all kinds of discrimination to adequately tackle an issue such as sexual violence against women. Feminist Theory Multi-Ethnic Feminist Theory Postcolonial Theory Feminist Postcolonial Theory Intersectionality Violence Against Women Sexual Violence CEDAW UDHR DEVAW BPfA Germany South Korea Nigeria International Conventions Women’s Rights Thematic Analysis Problem-Solution Discourse WPR Approach MIRI Approach Political Science Statsvetenskap
5	Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures Watt, Diane P. 09 May 2011 (has links) Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues. border epistemologies bricolage autoethnography cultural studies curriculum theory epistemologies of doubt feminist postcolonial theory high schooling experiences post 9/11 mass media as educator media literacy and social justice issues Muslim female student identities visual media literacy media representations of Muslim women decolonizing methodology experimental ethnography intercultural education in-between sonare and videre currere hybrid consciousness deconstructive pedagogies complicating readings of self and other entanglement in veiling discourses disrupting Orientalism photographs, culture, and memory relational theories of learning feminist poststructural critique personal narratives
6	Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures Watt, Diane P. 09 May 2011 (has links) Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues. border epistemologies bricolage autoethnography cultural studies curriculum theory epistemologies of doubt feminist postcolonial theory high schooling experiences post 9/11 mass media as educator media literacy and social justice issues Muslim female student identities visual media literacy media representations of Muslim women decolonizing methodology experimental ethnography intercultural education in-between sonare and videre currere hybrid consciousness deconstructive pedagogies complicating readings of self and other entanglement in veiling discourses disrupting Orientalism photographs, culture, and memory relational theories of learning feminist poststructural critique personal narratives
7	Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures Watt, Diane P. 09 May 2011 (has links) Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues. border epistemologies bricolage autoethnography cultural studies curriculum theory epistemologies of doubt feminist postcolonial theory high schooling experiences post 9/11 mass media as educator media literacy and social justice issues Muslim female student identities visual media literacy media representations of Muslim women decolonizing methodology experimental ethnography intercultural education in-between sonare and videre currere hybrid consciousness deconstructive pedagogies complicating readings of self and other entanglement in veiling discourses disrupting Orientalism photographs, culture, and memory relational theories of learning feminist poststructural critique personal narratives
8	Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures Watt, Diane P. January 2011 (has links) Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues. border epistemologies bricolage autoethnography cultural studies curriculum theory epistemologies of doubt feminist postcolonial theory high schooling experiences post 9/11 mass media as educator media literacy and social justice issues Muslim female student identities visual media literacy media representations of Muslim women decolonizing methodology experimental ethnography intercultural education in-between sonare and videre currere hybrid consciousness deconstructive pedagogies complicating readings of self and other entanglement in veiling discourses disrupting Orientalism photographs, culture, and memory relational theories of learning feminist poststructural critique personal narratives

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