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This two-part study included a content analysis of an AP art history text and a survey together with interviews with AP art history teachers that embraced both quantitative and qualitative research methodologies. The first phase of the study examined one of the more popular art history survey texts in the AP art history program, Gardner’s Art through the Ages, in terms of how inclusive it is in addressing issues of sexual orientation and, particularly, same-sex perspectives. In addition, the text was examined for evidence of sexual orientation ignored – particularly same-sex perspectives ignored and for heteronormative hegemonies. The second phase investigated the understandings and opinions of AP art history teachers toward the inclusion of sexual orientation and same-sex perspectives in their curriculums and classrooms. Recent recognition of gay, lesbian, and same-sex perspectives in the study of art history has challenged art educators and art historians to begin to consider opening up their curriculums and writings to include these perspectives. These ignored perspectives produce important understandings that enrich and deepen the discourse of art history. The inclusion of gay and lesbian content and same-sex perspectives to the study of AP art history, not only effectively serves the needs of AP art history teachers, but it provides a more equitable and comprehensive visual arts education to students. The implications of this study are broad and complex. If students are to be well and comprehensively educated in the history of the visual arts, including discussions about the sexual orientation of gay and lesbian artists as well as artworks depicting same-sex perspectives is important. Similarly, their teachers must be well-informed and believe that including such material in the curriculum is important. There is definitely a need for designing more balanced and equitable AP art history programs that include gay and lesbian artists as well as same-sex perspectives. From a multicultural art education perspective, this study reveals that gays and lesbians are marginalized in a major AP art history survey text. It illuminates how an AP art history survey text and AP art history teachers’ attitudes and knowledge base on same-sex perspectives inform their curriculums, specifically concerning what’s important to teach in an AP art history classroom. If approved AP art history survey texts as well as the influential annual AP College Board art history exam included issues of sexual orientation, particularly same-sex perspectives, it would encourage more AP art history teachers to include gay and lesbian artists and same-sex perspectives in their curriculums.

Cette thèse étudie le lexique international de l’homosexualité d’un point de vue linguistique, en prenant comme point de départ le fait que les internationalismes sont des emprunts lexicaux qui doivent être étudiés dans une perspective historique et comparative. Après une réflexion critique sur les différentes approches à l’étude de l’emprunt linguistique (philologique vs. sociolinguistique), qui situe la problématique dans le cadre de la néologie en général, il s’agissait d’évaluer jusqu’à quel point le vocabulaire de l’homosexualité dans plusieurs langues d’Europe – le français, l’italien, l’espagnol, l’anglais et l’allemand – résulte de phénomènes d’emprunts lexématiques ou de calques, en émettant et en testant l’hypothèse selon laquelle la plupart de ces dénominations relèvent de la monogenèse, et non de la polygenèse. Pour ce faire, on suit le parcours historique de chaque lexème, dans chaque langue, pour mettre en relief les points de contact entre elles. La nomenclature consiste en 13 séries monographiques : sodomie, contre nature, bougre, bardache, tribade, pédérastie, saphisme, lesbienne, uranisme, inversion, homosexualité (avec hétérosexualité, bisexualité, transsexualité), gay, queer. Chaque série est divisée par langue, pour que les représentants de chacune des cinq langues soient traités selon leurs propres termes. À travers de très nombreux exemples textuels – majoritairement inédits – et une analyse puisant dans une lecture exhaustive de la lexicographie et des sources secondaires, cette thèse propose de multiples corrections, précisions, antédatations et découvertes sur le lexique étudié. / This thesis is a linguistic study of the international lexicon of homosexuality, taking as its central assumption that internationalisms are the product of lexical borrowing and must be studied in a historical comparative perspective. Following a critical review of different approaches to loanword studies (philological vs. sociolinguistic), which places the problem within the more general realm of the neologism, the aim was to assess to what extent the shared homosexual lexicon in several European languages – French, Italian, Spanish, English and German – results from borrowing (loanwords or calques), by testing the hypothesis that most of these denominations can be traced back to a single origin, rather than being independently constructed. The path of each lexeme in each language is followed in order to highlight the points of contact between languages. The nomenclature consists of 13 monographic series: sodomy, against nature, buggery, bardash (with berdache), tribade, pederasty, sapphism, lesbian, uranism, inversion, homosexuality (with heterosexuality, bisexuality, transsexuality), gay, queer. Each series is divided by language so that the representatives of each of the five languages are treated on their own terms. Through a wealth of textual examples – many never before studied – and an analysis drawing on a comprehensive reading of the lexicography and major secondary sources, this thesis presents numerous corrections, clarifications, antedatings and discoveries on the lexicon under study.

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As women began to establish themselves in the United States workforce in the first half of the twentieth century, one especial group of career women, women writers, began to use the space of their self-authored life writing narratives to inscribe their own understanding of themselves. Roundly criticized for not adhering to conventional autobiographical standards, these women writers used purposeful political strategies of resistance to craft self-authored life writing works that varied widely from the genre of autobiography. Rather than employ the usual ways critiquing autobiographical texts, I explore a deeper understanding of what these prescient women sought to do. Through revision of the terminology of the field and in consideration of a wide variety of critics and approaches, I argue that these women intentionally employed resistance in their writings. In Dust Tracks on A Road (1942), Zora Neale Hurston successfully established her own sense of herself as a black woman, who could also comment on political issues. Her fellow Southerner, Eudora Welty in One Writer’s Beginnings (1984), used orality to deliberately showcase her view of her own life. Another Southern writer, Lillian Smith in Killers of the Dream, employed an overtly social science approach to tell the life narrative of all white Christian Southerners, and described how she felt the problems of racism should be overcome. Anzia Yezierska, a Russian émigré to the United States, used an Old World European understanding of storytelling to refashion an understanding of herself as a writer and at the same time critiqued the United States in her work, Red Ribbon on a White Horse (1950). Mary Austin, a Western woman writer, saw Earth Horizon as an opportunity to reclaim the fragmentation of a woman’s life as a positive, rather than a negative space.

Title from second page of PDF document. Includes bibliographical references (p. 56-58).

This study focuses on the nature of university instructors' beliefs and attitudes toward gay and lesbian content in the university Gender course curriculum. It was intended to provide a better understanding of factors such as academic freedom, societal influences, personal opinions, curriculum, and institutional influences that might affect attitudes and thus undermine the inclusion of discussion about Lesbian, Gay, Bisexual, and Transgender (LGBT) issues. Participants in the study were seven instructors from the faculties of Social Sciences, Faculty of Education, Applied Psychology, and Educational Psychology at the University of Alberta, the University of Calgary, and the University of Lethbridge, in the province of Alberta, Canada. The study revealed that although there was only a slight diversity of beliefs and attitudes about the topic among the participants, a majority of them felt positively toward inclusion of information in the university curricula. the positive attitudes were expressed as a willingness to teach about the subject matter, and a belief that LGBT content should be integrated throughout the general curriculum. The implications and the challenges of incorporating LGBT issues into the curriculum were also discussed. Participants discuss that LGBT issues are not adequately represented in the curriculum, that there is a need for more public awareness and education about homosexuality, a need for greater inclusion of gay and lesbian issues in university programs, a desire for less marginalization of the LGBT topic, and a vow to provide more respect for LGBT persons. / ix, 173 leaves ; 29 cm.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Field study. Includes bibliographical references.

Thesis (M.A.)--University of Toronto, 2009. / Source: Masters Abstracts International, Volume: 48-02, page: .