This study examines how girls and boys in grade three perform gender in their free play in a leisure center. The result of the study shows that both girls and boys choose to relate to gendernorms in their free play in various ways. While some students chose to adopt to gendernorms in thier free play some others chose to take part in the free play by braking the norms. This gender doing was done by students with the help of  the sex-encoded toys offered by the recreation center, the social interaktion, peer relations, language used by students were possible reasons för students gender doing. Thus, the gender and the language as two diffrent sociaal power axes contributed in some case to excluding certain pupils and including others, ehich means the power dominans of gender prevented some students to participate in the free play. Thus, I came to the conclusion that the power dominance of gender is not only an obstacle for students participation in play, but also limits thier possibilitis för action.

Introdução A gravidez na faixa etária de 10 a 14 anos traz alguns desafios quanto à abordagem e análise do tema. Objetivo Compreender o significado da gravidez em meninas gestantes de 10 a 14 anos. Método Pesquisa qualitativa, de caráter exploratório, com orientação analíticodescritiva, por meio de entrevistas individuais, abertas e semi-estruturadas, gravadas e transcritas pela pesquisadora, mediante prévia aprovação dos Comitês de Ética em Pesquisa da Faculdade de Saúde Pública da USP e do Hospital Municipal Maternidade-Escola Vila Nova Cachoeirinha, além de consentimento esclarecido assinado pelas entrevistadas e seus responsáveis legais. Resultados e Discussão Foram entrevistadas 10 meninas gestantes, nulíparas, em acompanhamento de pré-natal, no período de agosto a outubro de 2009. O tratamento dos dados foi realizado por meio da análise de conteúdo, com enfoque na análise temática. Foram definidas quatro categorias de análise: 1) A sexualidade como expressão do feminino; 2) Saúde: uma relação tão delicada; 3) Tecendo redes sociais e 4) Autopercepção e projetos de vida. No grupo entrevistado a maioria dos parceiros tem idade superior em pelo menos 20% a das meninas. Houve relato de sofrimento de violência psicológica e física causada por parceiros e familiares, em alguns casos, acarretando reações depressivas nas meninas. A maior parte delas interrompeu os estudos em decorrência da gravidez, e apresentam poucas perspectivas futuras de projeto de vida. Considerações finais A gravidez na adolescência tem sido considerada precoce, indesejada e/ou não planejada, ou inadequada para esse período de vida, além de ser vista como um problema de saúde pública a ser enfrentado. Além disso, o direito ao exercício da sexualidade na adolescência é mais valorizado quando associado à vida masculina, o que dificulta que essa temática seja contemplada nas questões associadas à gravidez em meninas. É necessário que o atendimento em saúde para adolescentes inclua discussões sobre questões de gênero e de saúde sexual e reprodutiva, possibilitando o fortalecimento dessas meninas enquanto sujeitos de direitos, criando recursos para que elas decidam quando, com quem desejam ter sexo, além de optar sobre o momento da gravidez. A falta de opções para projetos de vida pode conduzir essas meninas a situações de gestação que, mesmo quando consideradas desejadas, aumentam a vulnerabilidade a qual estão expostas. A ampliação do acesso a serviços de saúde, que contemplem temáticas próprias de adolescentes, muito além da atenção médica estrita, pode ajudar no fortalecimento da cidadania desses sujeitos. / Introduction Pregnancy at the age range from 10 to 14 years old brings some challenges related to the approach and to the topic analysis. Objectives Understand the meaning of pregnancy in pregnant girls at the age of 10 to 14 years old. Methods Exploratory, qualitative research, with analytical-descriptive orientation, through individual interviews, open and semi-structured, recorded and transcribed by the researcher, upon authorization from the Committees of Ethics in Research from the College of Public Health of USP and from the Municipal Maternity School Hospital Vila Nova Cachoeirinha, and the agreement signed by the interviewees and their legal sponsors. Results and Discussion Ten nulliparous, pregnant girls during prenatal care were interviewed between August and October in 2009. The data treatment was made through content analysis, focusing on the topic analysis. Four categories were defined: 1) Sexuality as the female expression; 2) Health: a delicate relationship; 3) Building social networks and 4) Selfperception and life projects. In the interviewed group, most of the partners ages are at least 20% higher than the girls. There were reports about psychological and physical violence caused by partners and family, in some cases, leading to depressive reactions in the girls. Most of them interrupted the studies due to pregnancy, and present few prospects of life projects. Conclusions: Teenage pregnancy has been considered premature, unwanted and/or not planned, or inadequate to this period of life, and it is also seen as a Public Heath problem to be faced. Besides, the right of practicing sexuality during the adolescence period is more valuable when associated to male life, making it difficult to associate this issue on questions related to girls pregnancy. It is necessary the inclusion of discussions about gender and sexual and reproductive health in the health care for teenagers, allowing the strengthening of these girls as subjects of rights, creating resources for them to decide when, whom to have sex with, and also choose about the time for pregnancy. The lack of options related to life projects may lead these girls to pregnancy situations that, even when they are considered desired, raise the vulnerability to which they are exposed. The improvement of the access to health services, having proper issues for teenagers, beyond the strict medical attention may help strengthening citizenship of these individuals.

Over the last ten to fifteen years, prostitution policies in England have grown increasingly welfarist in tone, stressing the relative victimhood and vulnerability of women who sell sex. This thesis explores important facets of these emergent narratives. Using a qualitative multi-method approach, it investigates the manner in which 21 policy-actors and seven policy documents - principally originating from the English prostitution ‘policy subsystem’ - interpret and represent prostitution. From a methodological perspective, generated findings are explored through the dual interpretative frameworks of critical discourse analysis and sociological frame theory. These frameworks require that localised narratives be contextualised within, and explained by reference to, broader discursive and cultural conditions. In deference to this, findings are situated within rich bodies of academic literature which commentate on, promote and critique various political philosophies, ideological discourses, and critical social theories, such as (neo)-liberalism, a number of feminisms, and Bourdieusian sociology. More specifically, this thesis explores the way 21 policy actors, and four of the selected policy documents, represent the subjecthood of women who sell sex. It approaches this endeavour via discussions of vulnerability, subjectivity/choice, and gender. Here, it concludes that actors and documents draw on, and contribute to, a plurality of complimentary and contradictory ideological discourses, to interpret and represent certain facets of a woman in prostitution’s ‘self’. Substantively, it suggests that - whilst there is a broad consensus regarding the importance of the internal individualism of women who sell sex, and the instrumentality of externalities with regard to shaping her social spaces and ability to choose - questions of gender remain highly contested. Thereafter, this thesis explores the way the same policy-actors, and three distinct policy documents, discursively include/exclude prostitution from violence against women and girls (VAWG) narratives. It begins by exploring how documents and actors define violence in generic terms, and to what degree they adhere to a feminist sociological model when explaining the aetiology and causality of VAWG. It then discusses how prostitution’s relationship to VAWG is framed, and inclusion/exclusion is justified. Here, it concludes that whilst there is a general commitment to the feminist sociological model of VAWG, the question of whether or not prostitution should be included beneath its auspices is highly contentious – pitting classically oppositional coalitions of actors against one another and creating intramural disputes within coalitions themselves. Drawing these strands together, concluding chapters explore framing dynamics. In total, this thesis offers a number of contributions to the fields of prostitution and VAWG policy studies. It demonstrates that while debates in the English prostitution policy subsystem frequently appear to be comprised of two bitterly oppositional ‘advocacy coalitions’, the two groups share multiple areas of ideological consensus, at least with regard to how they understand prostitution. Indeed, more often than not, coalitions differ principally with regard to their prognostic frames and their judgments of material prevalence. In turn, this disrupts extant literature on advocacy coalitions, which suggests that policy-actors organise themselves into groups by reference to their core belief systems, whilst showing a willingness to compromise on secondary considerations. These areas of consensus by no means suggests that matters are straightforward, however. Indeed, this thesis provides evidence that many facets of the prostitution debate are nuanced, complex and ambivalent – that actors entertain and promote contradictory narratives, that coalitions suffer intra-mural fractures over discursive fault-lines, and that framing preferences are strategically engaged. With regard to the last point, this thesis makes a significant methodological contribution to the field of discourse analysis, insofar as it explores the manner in which respondents can be represented as both formed through, and active users of, discourse. It does so by bringing two distinct discourse theories/methods into dialogue with one another. Over and above this, this thesis seizes upon the theoretical opportunities presented when original findings and extant academic scholarship are used to elucidate and develop one another. Most notably it deploys the work of critical social theorists, Martha Fineman and Pierre Bourdieu, to explore new ways in which the harms of prostitution can be conceived.

Made available in DSpace on 2016-08-10T11:21:42Z (GMT). No. of bitstreams: 1 LUCIRENE FERREIRA SANTANA.pdf: 5660235 bytes, checksum: 5d2f7b7ae37c28fddf03dd86787592ea (MD5) Previous issue date: 2014-11-20 / This research aims at contributing to the production about the Childhood and toys history: a reflection on the Karajá - Ritxòkò doll and the Barbie doll as cultural manufactures in the formation of the girls identity at the Aldeia Buridina (Buridina Indian settlement). It has as a main idea three central goals: (1) studying the history of childhood, toys, jokes and the relationships among-with Indian girls in the Indian Settlement (Aldeia Buridina), in Aruanã GO,(Brazil);(2) introducing into academic community s knowledge, and also in population altogether, the question of the Karajá- Ritxòkò doll, besides the expression forms as a Brazil s immaterial cultural patrimony (domain);(3) to understand the historical conditions that made possible the strengthening of ethnical andinterethnical identity in such community, through fomentation in manufacturing the doll in ceramics matter and the inclusion of the Barbie doll into the girls recreations. Initially the research has been directed by the comprehension of historic graphical streams emphasized on cultural history and his link with the focus of this research. At the same time, a search on toys and jokes has been established, in which the study of Karajá-Ritxòkò ceramics doll should get priority together with the American industrialized doll Barbie. Involved in a world of beauty, fortune and adventure, the Barbie doll is immersed in a cultural pedagogy aiming to teach the greatest value of a kind of body, race and consumption conditioning-behavior, the ceramics doll carries elements of Indian culture on its body; the painting of a set of lines drawn and pictures(with meaning) made to accomplish the process of production of pictures in ceramics by women, articulate the symbolic Karajá world and also a creative and proper process derived from external factors as well as those ones attributed by interethnic contact. A bibliography search was made, and the main theoreticians wearable Goff(1990),Braudel(1961),Peter Burke(2008), Ariès(1981),Kuhlmann Jr.(1998),Gélis (1991),Clifford Geertz(2004),Brougère(2004), Walter Benjamin(1987). The methodology consisted in bibliography and field searching. / Esta pesquisa busca contribuir com a produção acerca da História da Infância e do Brinquedo: Um olhar nas bonecas Karajá-Ritxòkò e Bárbie como artefatos culturais na construção da identidade das meninas na Aldeia Buridina. Tendo como eixo três objetivos centrais: estudar a história da infância, dos brinquedos, das brincadeiras e as relações com as meninas indígenas na Aldeia Buridina em Aruanã GO. Trazer ao conhecimento acadêmico e da população de modo geral, a história da boneca Karajá- Ritxòkò e as formas de expressão como Patrimônio Cultural Imaterial do Brasil. Compreender as condições históricas que possibilitaram um fortalecimento da identidade étnica e interétnico nesta comunidade a partir do fomento na produção da boneca de cerâmica e a inclusão da boneca Bárbie nas brincadeiras das meninas. Inicialmente a pesquisa foi norteada pela compreensão das correntes historiográficas, com ênfase na História Cultural e sua relação com o objeto desta pesquisa. Simultaneamente foi realizada uma pesquisa sobre brinquedos e brincadeiras, em que se priorizou o estudo das bonecas de cerâmica Karajá Iny e a boneca industrializada Bárbie. Envolta em um mundo de beleza, riqueza e aventura, a boneca Bárbie está imersa em uma pedagogia cultural, com o intuito de ensinar a supremacia de um tipo de corpo, raça e comportamento do consumo. A boneca de cerâmica carrega em seu corpo elementos da cultura indígena, a pintura dos grafismos perfaz o processo de produção das figuras em cerâmica pelas mulheres, articula o mundo simbólico karajá e revela igualmente um processo criativo próprio, decorrente de fatores exteriores como aqueles atribuídos pelo contato interétnico. Foi realizada uma pesquisa bibliográfica e os principais teóricos foram Le Goff (1990) ,Braudel(1961) ,Peter Burke(2008) ,Áries (1981) ,Kuhlmann Jr.(1998) ,Gélis (1991) ,Clifford Geertz( 2004) Brougère(2004) , Walter Benjamin(1987).A metodologia foi pesquisa bibliográfica e de campo.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

This ethnography takes place at four of northern India’s most renowned, all-girls’ private boarding schools, established in reference to the British Public Schooling model mainly during the tail ends of colonialism by Indian queens and British memsahibs on the sub-continent. It is a story told from the points of view of founders, administrators, and teachers, but primarily from that of students, based on fieldwork conducted from July 2013 through June 2014. Schools heralded as historic venues of purported upper-caste girls’ emancipation, this study interrogates the legacies of this colonial-nationalist moment by examining how these institutions and their female students engage in newer processes and discourses of class formation and gendered empowerment through schooling. For one, it considers the dichotomous (re)constructions of gendered and classed personhoods enacted through exclusionary modernities, particularly in terms of who gains access to these schools, both physically and through symbolic forms of belonging. It then examines the reclamation of these constructs within (inter)national development discourses of girls’ empowerment and the role of neoliberal privatization in reconstituting elite schooling experiences with gender as its globalizing force. Here, seemingly paradoxical relationships between such concepts as discipline and freedom, duties and rights, collective responsibility and individual competition are explored, arguing that the pressures of academic success, tensions over the future, and role of high stakes examinations and privatized tutoring are contributing to student experiences of performative or fatiguing kinds of empowerment. Through such frames, extreme binary constructions of empowerment are complicated, demonstrating how female Public School students exist more within middling spaces of “betweenness,” of practiced mediation. Empowerment in this sense is not an achievable status, nor unidirectional process, but a set of learned tools or skills deployed in recurring moments of contradiction or in difficult deliberations, whereby students variously buy in, (re)create, opt-out of, or reject proposed models of “successful” or “legitimate,” female personhood. Overall, this ethnography problematizes assumed relationships between empowerment and privilege, questions the alignments between school and the (upper-)middle class home, and suggests that as the reproductive capabilities of elite schooling are challenged in the face of newer venues of capital, these all-girls’ Public Schools and their students are finding unique ways to remain or become the elite of consideration.

Esta dissertação de mestrado investiga a violência praticada por garotas de ensino fundamental II em uma escola pública da rede estadual de São Paulo. A pesquisa foi desenvolvida em uma escola na zona norte do município de São Paulo durante o último trimestre de 2006 e contou com enorme participação do corpo docente, discente e equipe gestora. Para tal investigação empírica foram utilizados diversos métodos de coleta de dados: observações em campo, questionários, reuniões com grupos de alunos/as e entrevistas semiestruturadas. Para a análise dos dados coletados foi utilizado como aporte teórico as contribuições de Hannah Arendt no que se refere à educação e violência; a discussão acerca da violência na escola desenvolvida no Brasil desde os anos de 1980 e o conceito de gênero elaborado por Joan Scott. Constatou-se que mais determinante do que o bairro ser ou não violento, é no ambiente doméstico e escolar que as jovens percebem o uso da violência como forma de restauração da ordem, do respeito, da tranqüilidade e, também, da individualidade, entre outras e, também, de rompimento da invisibilidade de gênero da qual são vítimas. Verificou-se, então, que as brigas protagonizadas pelas meninas estavam nesse rol de coisas a serem restauradas e não envolviam, como freqüentemente divulgado na escola, a presença de rapazes como motivo para as agressões. Por fim, foi constatado que a) as agressões praticadas pelas jovens dentro do ambiente escolar desafiam a tarefa histórica da escola educar os/as mais novos/as para a vida em sociedade , b) resistem aos estereótipos de gênero responsáveis por defini-las como frágeis e indefesas, além de mais pacíficas que os rapazes e, ao mesmo tempo, c) reproduzem parte desses estereótipos que compõem a hegemonia masculina: aquela que divulga ser a violência a melhor forma de solução de conflito. / This Masters dissertation investigates the violence committed by girls who are students in middle school in a public institution in the State of Sao Paulo, Brazil. The research was conducted in a school located in the north area of the city of São Paulo along the last term of 2006 and had the strong involvement of teachers, students, and the school management staff. For the empirical investigation, several methods of data collection were utilized: field observation, questionnaires, meetings with groups of students and semistructured interviews. The theoretical approach used to analyze the collected data included the contributions by Hannah Arendt on education and violence; the debate about violence in school taking place in Brazil since the 1980´s, and the concept of gender developed by Joan Scott. The research found that, more important than whether the neighborhood is violent or not, it is in the domestic and school environment that young girls perceive the use of violence as a way of restoring order, respect, tranquility and, also, individuality. It also meant breaking the invisibility of gender which the girls are a victim of. As a result, it was found, too, that fights involving the girls took part in a list of things that need to be restored and did not involve, as often talked about in schools, the presence of boys as a reason for aggressions. Last, it was found that a) aggressions involving young girls in the school ambience are a challenge to the schools historical task educating the youngest so they can live in society , b) resist gender stereotypes which define girls are fragile and defenseless, in addition to being more peaceful than boys and, at the same time, c) they partly reproduce the gender stereotypes that make up the masculine hegemony: the one that discloses violence as the best way of resolving conflicts

All-girls schools are commonly framed as institutions meant to empower girls to be their best selves in an enriching environment that fosters learning, compassion, and success. In elite, private schools, notions of language, privilege, and place are often tethered to the school’s history and traditions in ways that are seamlessly woven into the cultural fabric of the institution, subsequently informing particular constructions of students. Therefore, a closer examination of the dialogic power of belonging and expectations between an institution and its members is required. Failure to interrogate language and power dynamics in privileged spaces can perpetuate systems and structures of exclusivity and prohibit the construction of authentically inclusive practices and place-making within educational institutions. This study, which took place at an elite, independent, private all-girls school (the Clyde School) on the Upper East Side of Manhattan, interrogates how ideations of girls and girlhood are constructed and promoted as part of a school’s institutional identity and, in turn, how members of the institution understand, negotiate, and reimagine ideals, expectations, and forms of membership within the Clyde School. Drawing on literature from sociocultural, sociolinguistic, and communications perspectives, and concepts of literacy, identity, and place as constructed, situated and practiced, this study highlights the importance of context and discourse when examining how young people understand themselves, others, and their socially-situated realities. Data collection included semi-structured interviews, multimodal media-making, and participant observations. The primary method of data analysis was a critical analysis of discourse—an examination of the language, beliefs, values, and practices that collectively work to construct a school’s institutional identity; and foster insight into how students perceive and challenge notions of what it means to be a student at the Clyde School. The findings of this case study offer analyses of individual, collective, and institutional identity/ies. It considers the discursive practices, critical literacies, and place-making processes that young people use to navigate and negotiate their experiences in a particular sociocultural ecology. This study contributes to understandings of girlhood, youth studies, and elite, private independent school settings and provokes further questions about the possibilities of disrupting storylines and re-storying pedagogies.

This study explores the normative frameworks through which selected parents, students, teachers, and education activists in three villages in rural Pakistan understand and articulate the value of girls' schooling. It argues that within the dominant analytical paradigms of human capital theory and neoliberalism, researchers and policymakers have tended to conceptualise 'demand' for schooling in terms that are narrowly focused upon measuring and boosting enrolment, and thus have failed to capture whether and how shifting enrolments correspond to shifting norms and to the broader imaginative regimes through which differently located actors experience and produce the gendered value of schooling. Typical analyses of 'demand' for girls' schooling have mostly focused upon what factors of schooling provision are most likely to increase parents' willingness to send their daughters to school, and thus inadvertently conflate 'demand' with 'supply' and reveal very little about whether or how such factors influence normative evaluations of girls' schooling by parents, children, teachers, and others across various contexts where enrolment is on the rise. This oversight hinders efforts at comparison that are critical for planning and interpreting transnational initiatives for achieving gender equality in and through schooling. To improve upon this trend, this study illustrates a) the normative evaluations that underpin selected instances of 'demand' for girls' schooling in three villages in rural Pakistan, and b) how these normative evaluations have changed over time and in relation to particular interventions. Using data from seventeen weeks of fieldwork spanning two villages in the southern Punjab and one in Gilgit-Baltistan, the study explores perspectives about the value of girls' schooling in relation to the key themes of marriage, employment, and purdah. By bringing this data into comparison with mainstream discouses about 'demand,' the study highlights the limitations of those discourses and charts a path for further comparative inquiry. Findings illustrate how normative perspectives about girls' schooling are differentially contested and transformed over time even as enrolment trends converge across contexts, and suggest that researchers and practitioners concerned with promoting gender equality in and through schooling should lend greater attention to the social interactions through which 'norm-making' occurs. This sort of attention to 'norm-making' can reveal new opportunities for intervention, but also, and perhaps more importantly, it inspires humility by demonstrating that all normative evaluations of schooling - whether emerging from education 'experts' or from farmers in rural villages - reflect socially and historically situated notions of personhood, none of which is more 'natural' than any other.

Girls' relationship with mathematics has been an extensive and contested area of investigation during the last 40 years, mainly in developed countries. This contrasts with the small amount of research from developing countries, where the topic has been largely neglected but may present different challenges. In Chile, such lack of empirical evidence is surprising, particularly because of several national reports describing attainment differences in the national assessment test (SIMCE), where girls are consistently outperformed by boys. Currently, there are no studies which systematically explore gender differences in attainment in Chile. In addition, only a small number of studies have tried to explain why these differences, as well as others in engagement, attitudes and enrolment in mathematics, arise in this country. The main goal of this thesis is to critically examine these issues by investigating how girls relate to mathematics during early adolescence in Chile, and how such relationships are influenced/mediated by certain social variables (e.g. social class, classroom cultures and peer group identities).In order to do this, this thesis has adopted a mixed methods approach, thus linking analysis and results from studies that use both quantitative and qualitative methodologies. Firstly, I investigate the size and distribution of the gender attainment gap in Mathematics in Chile using a Multilevel approach to analyse data from the national census of educational quality (SIMCE). Here, I analyse the naturalization of gender differences based on results, and conclude that differences found in attainment between boys and girls are small and dependent on socioeconomic status. I then explore how girls' subjective relationships with mathematics are constructed, and how different social influences mediate this process. Using the concept of Mathematical Identities [MIs] as a main tool I explore the influence of social variables on the construction of girls' MIs in Chilean classrooms and I also consider how teaching practices and peer social relations in the classroom mediate these identities. A key finding here is the positive relationship between students' perceptions of their teaching as student-centred and more positive MI, which is in fact the same for girls and boys. A second key finding is that both representational and enacted aspects of girls' MI are mediated by their relationship with peers and peer groups. This mediation process can be described as a negotiation of different forms of belonging to social groups, which involved also the negotiation of different MIs inside the classroom. The main conclusion of this thesis is that in order to understand the role of gender in mediating girls' relationships with mathematics, we need to acknowledge the profoundly situated nature of this relationship in the cultural practices of the classroom, including mathematical practices, but also peer group practices. This argues against discourses that essentialise and naturalize 'gendered relationships with mathematics' which appear to be pre-dominant in the collation of national assessment data (like SIMCE) where categories such as gender, class, ethnicity etc. are viewed as causal or explanatory rather than produced 'in practice'.