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While members of any group of men may appear to be ordinary gendered examples of humanity, behind their physical similarities lie many socio-political and familial differences; thus it is only by knowing such men as individuals that their identities are revealed. Such is the aim of this thesis: to discover the 'real man' behind the statistics about sex-roles and the predominance of male characters in children's and adolescents' literature. From within a selection of Spanish texts a variety of male characters are analysed, focusing on six major roles: father, grandfather, imaginary friend, detective, outlaw or similar marginalised man, and foreign other, with particular attention paid to the Gypsy. All the chapters are linked by the Bakhtinian theory that dialogue with the other leads to the development of a character's or potential reader's sense of identity. The first chapter, concerning fatherhood, is related to a person's sense of intrinsic identity, given with their name and genetic heritage. The grandfather represents a similar sense of family continuity, as well as enabling the young reader to understand Spain's recent historical and rural past. An imaginary friend may symbolise an aspect of identity concerned with a child's ability to achieve a goal or to occupy a special place within the family. Detective stories are analogous to the young person's developing identity as a reader able to decipher the mysteries of texts, whilst marginalised men typify children themselves: persons who have neither status nor money, but who are able to indulge in carnivalistic behaviour which adults call 'play.' The development of one's sense of national identity is fomented through interaction with texts about foreigners who have contributed to Spain's growth as a nation from pre-historic times to the present. A brief critical evaluation of the role of women in detective fiction and as marginalised figures is offered by way of contrast in the appropriate chapters. The thesis concludes that, when analysed as individuals, many male characters demonstrate traits not traditionally considered masculine, and that it is necessary to look beyond mere representations of gender in judging the value of characters in literature for children and adolescents. / Whole document restricted, but available by request, use the feedback form to request access.

While members of any group of men may appear to be ordinary gendered examples of humanity, behind their physical similarities lie many socio-political and familial differences; thus it is only by knowing such men as individuals that their identities are revealed. Such is the aim of this thesis: to discover the 'real man' behind the statistics about sex-roles and the predominance of male characters in children's and adolescents' literature. From within a selection of Spanish texts a variety of male characters are analysed, focusing on six major roles: father, grandfather, imaginary friend, detective, outlaw or similar marginalised man, and foreign other, with particular attention paid to the Gypsy. All the chapters are linked by the Bakhtinian theory that dialogue with the other leads to the development of a character's or potential reader's sense of identity. The first chapter, concerning fatherhood, is related to a person's sense of intrinsic identity, given with their name and genetic heritage. The grandfather represents a similar sense of family continuity, as well as enabling the young reader to understand Spain's recent historical and rural past. An imaginary friend may symbolise an aspect of identity concerned with a child's ability to achieve a goal or to occupy a special place within the family. Detective stories are analogous to the young person's developing identity as a reader able to decipher the mysteries of texts, whilst marginalised men typify children themselves: persons who have neither status nor money, but who are able to indulge in carnivalistic behaviour which adults call 'play.' The development of one's sense of national identity is fomented through interaction with texts about foreigners who have contributed to Spain's growth as a nation from pre-historic times to the present. A brief critical evaluation of the role of women in detective fiction and as marginalised figures is offered by way of contrast in the appropriate chapters. The thesis concludes that, when analysed as individuals, many male characters demonstrate traits not traditionally considered masculine, and that it is necessary to look beyond mere representations of gender in judging the value of characters in literature for children and adolescents. / Whole document restricted, but available by request, use the feedback form to request access.

While members of any group of men may appear to be ordinary gendered examples of humanity, behind their physical similarities lie many socio-political and familial differences; thus it is only by knowing such men as individuals that their identities are revealed. Such is the aim of this thesis: to discover the 'real man' behind the statistics about sex-roles and the predominance of male characters in children's and adolescents' literature. From within a selection of Spanish texts a variety of male characters are analysed, focusing on six major roles: father, grandfather, imaginary friend, detective, outlaw or similar marginalised man, and foreign other, with particular attention paid to the Gypsy. All the chapters are linked by the Bakhtinian theory that dialogue with the other leads to the development of a character's or potential reader's sense of identity. The first chapter, concerning fatherhood, is related to a person's sense of intrinsic identity, given with their name and genetic heritage. The grandfather represents a similar sense of family continuity, as well as enabling the young reader to understand Spain's recent historical and rural past. An imaginary friend may symbolise an aspect of identity concerned with a child's ability to achieve a goal or to occupy a special place within the family. Detective stories are analogous to the young person's developing identity as a reader able to decipher the mysteries of texts, whilst marginalised men typify children themselves: persons who have neither status nor money, but who are able to indulge in carnivalistic behaviour which adults call 'play.' The development of one's sense of national identity is fomented through interaction with texts about foreigners who have contributed to Spain's growth as a nation from pre-historic times to the present. A brief critical evaluation of the role of women in detective fiction and as marginalised figures is offered by way of contrast in the appropriate chapters. The thesis concludes that, when analysed as individuals, many male characters demonstrate traits not traditionally considered masculine, and that it is necessary to look beyond mere representations of gender in judging the value of characters in literature for children and adolescents. / Whole document restricted, but available by request, use the feedback form to request access.

Made available in DSpace on 2016-08-03T12:18:51Z (GMT). No. of bitstreams: 1 Maria Ivoneide_pg1_50.pdf: 581926 bytes, checksum: 9b99c15fa673360b3243e83b636d17ce (MD5) Previous issue date: 2011-08-22 / This work, situated between the studies of religion, gender sociology and examines three documents of the Catholic Church Catechism of the Catholic Church: Mulieris Dignitatem and Ordinatio Sacerdotalis, whose main focus is on sexuality and gender. We seek with this analysis, to understand issues related to the discourse of the Catholic Church, as well as the everyday practices of women in the Episcopal Brasilândia Region, searched the neighborhood in Sao Paulo. The analysis was critical in making a contrast between the Catholic discourse on sexuality and the practices of these women, who live in constant tension between the practice of sexuality and the discourse of the Catholic Church. Initially, the analysis makes a historical visit of the official discourse of the Catholic institution on sexuality, theoretical articulated by Ivone Gebara, Priore, Schott, Ranke-Heinemann, among others. We deal, finally, the conflict between the Catholic discourse, conservative, and the practice of these women, a progressive vision. The authors surveyed note a departure from the faithful with regard to Catholic dogma, is due to secularization or the fact that the Catholic Church has lost part of hegemony as a regulator of the life of the faithful. / Este trabalho, situado entre os estudos de religião, sociologia e gênero analisa três documentos da Igreja Católica: Catecismo da Igreja Católica, Mulieris Dignitatem e Ordinatio Sacerdotalis, cujo foco principal é a sexualidade e a questão de gênero. Buscamos, com esta análise, compreender questões relacionadas ao discurso da Igreja Católica, bem como as práticas cotidianas das mulheres da Região Episcopal Brasilândia, bairro pesquisado da capital paulista. As análises foram fundamentais para fazer um contraponto entre o discurso católico sobre a sexualidade e as práticas dessas mulheres, que vivem em constante tensão entre prática da sexualidade e o discurso da Igreja Católica. Inicialmente, a análise faz um percurso histórico do discurso oficial dessa instituição católica sobre a sexualidade, articulado pelas teóricas Ivone Gebara, Priore, Schott, Ranke-Heinemann, entre outros. Tratamos, enfim, do conflito entre o discurso católico, conservador, e a prática dessas mulheres, numa visão progressista. Os autores pesquisados constatam um distanciamento dos fiéis em relação aos dogmas católicos, seja devido à secularização ou pelo fato de a Igreja Católica ter perdido parte da hegemonia como reguladora da vida dos fiéis.

Made available in DSpace on 2014-07-29T16:19:06Z (GMT). No. of bitstreams: 1 Luciana Rezende Fernandes.pdf: 1385405 bytes, checksum: 84df7317710e186cb9e88e921eb9f2cc (MD5) Previous issue date: 2012-08-17 / This study is characterized as a critical case study of qualitative nature. It consists in the development of several critical activities, focusing on gender and sexuality issues, in two groups of English for beginners at the Centro de Línguas of Universidade Federal de Goiás in 2010. The activities dealt with situations experienced by women and by the female students themselves, when discussing women‟s double shift; different forms of experiencing gender, when dealing with the Saturday routine of two transvestites; and alternative family arrangements, other than those enforced by the hegemonic standard, when presenting families of homosexual couples. The intention was to observe the reactions of the students to the critical issues, the possibilities and challenges of carrying out critical teaching for beginners, and my attitude as a teacher researcher when addressing these critical issues in the classroom. The theoretical background is centered in the following topics and authors: Critical Applied Linguistics (COX; ASSIS-PETERSON, 1999; FERREIRA, 2006; MOITA LOPES, 1999, 2006; PENNYCOOK, 1998, 2001, 2006); gender and sexuality (LOURO, 2007, 2010; MOITA LOPES, 2002); critical teachers (GIROUX, 1997; SCHÖN, 1983, 2000; SMYTH, 1991; VAN MANEN, 1995, 2007, 2008). The students‟ reactions to the critical issues were varied, among which we can point out comments, jokes, gestures and expressions of embarrassment, detachment from the subject, silence, refusal in doing the activity, omission of the issue, denial, and active participation in carrying out the oral or written activity. The feasibility and the relevance of carrying out critical teaching for beginners were demonstrated by the reflections performed by the students in written and oral activities, indicating the development of a more pluralistic approach to gender and of their linguistic competence. As for my attitude when addressing critical issues, I believe I have achieved reflection on action (SCHÖN, 1983, 2000; VAN MANEN, 1995, 2008) by assuming a political attitude in the choice of the issues and in the planning of the critical activities to be carried out in the classroom. However, I had difficulty in performing reflection in action (SCHÖN, 1983, 2000; VAN MANEN, 1995, 2008) since I had a tendency not to react to critical events that occurred in the classroom. Thereby, I think I have reached the fourth moment of Smyth‟s critical reflection (1991) since I reconstructed my practice, that is, when shifting the focus of my lessons towards critical activities and issues, but I was not able to reconstruct my action with regard to the attitude of not reacting to critical events. / Este estudo caracteriza-se como um estudo de caso crítico de natureza qualitativa. Consiste no desenvolvimento de algumas atividades críticas, focando os temas gênero e sexualidade, em duas turmas de inglês para iniciantes do Centro de Línguas da Universidade Federal de Goiás no ano de 2010. As atividades realizadas abordaram situações vivenciadas por mulheres e pelas próprias alunas, ao discutir a jornada dupla de trabalho das mulheres; diferentes formas de vivenciar gênero, ao tratar da rotina de sábado de dois travestis; e arranjos familiares alternativos, diferentes dos reforçados e impostos pelo padrão hegemônico, ao apresentar famílias de casais homossexuais. A intenção era observar as reações de alunas/os aos temas críticos, as possibilidades e os desafios da realização de ensino crítico em níveis iniciantes e minha atitude como professora pesquisadora ao abordar esses temas críticos em sala. O embasamento teórico centrou-se nos seguintes tópicos e autoras/es: Linguística Aplicada Crítica (COX; ASSIS-PETERSON, 1999; FERREIRA, 2006; MOITA LOPES, 1999, 2006; PENNYCOOK, 1998, 2001, 2006); gênero e sexualidade (LOURO, 2007, 2010; MOITA LOPES, 2002); professoras/es críticas/os (GIROUX, 1997; SCHÖN, 1983, 2000; SMYTH, 1991; VAN MANEN, 1995, 2007, 2008). As reações de alunas/os em relação aos temas críticos foram variadas, dentre as quais se destacam comentários, chacotas, gestos, constrangimento, distanciamento do tema, silêncio, recusa em fazer a atividade, omissão do tema, negação e participação ativa na realização da atividade oral ou escrita. A viabilidade e a relevância da realização de ensino crítico em turmas iniciantes foram demonstradas pelas reflexões realizadas pelas/os alunas/os nas atividades orais e escritas, apontando para o desenvolvimento de uma visão mais pluralista sobre gênero, além do desenvolvimento linguístico. Quanto à minha atitude ao abordar temas críticos, realizei reflexão sobre a ação (SCHÖN, 1983, 2000; VAN MANEN, 1995, 2008) ao assumir uma atitude política na escolha dos temas e planejamento das atividades críticas a serem realizadas em sala. No entanto, tive dificuldade em realizar reflexão na ação (SCHÖN, 1983, 2000; VAN MANEN, 1995, 2008), já que apresentava uma tendência a não reagir diante de eventos críticos ocorridos em sala de aula. Assim, posso dizer que alcancei o quarto momento da reflexão crítica de Smyth (1991) ao reconstruir minha prática, ou seja, ao mudar o enfoque de minhas aulas para atividades e temas críticos, mas não fui capaz de reconstruir minha ação com relação à atitude de não reação diante de eventos críticos.

This dissertation explores how the sociocultural experiences of migration and acquisition of health knowledge influence the beliefs and behaviors related to human papillomavirus (HPV) risks and cervical cancer prevention among women who have emigrated from English-speaking Caribbean nations and now live in the Tampa Bay metropolitan area. Genital human papillomavirus is very common, and cervical cancer is the most common HPV-associated cancer. Additionally, all cervical cancers are caused by the HPV infection. More women of color, including Black and Hispanic women, are diagnosed with cervical cancer and at a later stage of the disease than women of other races or ethnicities. Black women have lower levels of knowledge and awareness of HPV and related preventive measures compared to Whites. The incidence of cervical cancer is higher among African American/Black women and Latina women than among White women. Globally, Caribbean countries have some of the highest incidence and mortality rates of cervical cancer. It is unclear how knowledge, perceptions and behaviors surrounding HPV risks and cervical cancer influence prevention practices among immigrant women from English-speaking Caribbean countries residing in the United States. Existing literature highlights factors which influence cervical cancer prevention behaviors and HPV knowledge among immigrants in the United States, including educational barriers, HPV tests and vaccine costs, duration of time within the United States, in addition to the beliefs, myths and stigma surrounding cervical cancer originating in the birth country. But there is a dearth of information on immigrant women from the Caribbean. Ethnographic methods were employed in this study, including participant observation, key-informant interviewing, focus groups, and semi-structured in-depth interviewing to assess attitudes, available knowledge, culturally specific perceptions, and behavioral practices of the study participants. This dissertation develops a modified approach in the Critical Medical Anthropology (CMA) genre that links political economy with an interpretive approach. It also utilizes the theoretical approaches of transnationalism and embodiment to analyze the phenomena under consideration. Some key outcomes of this research are as follows: Many women were very aware of HPV, and most women were familiar with cervical cancer. However, the majority of women were not confident regarding how HPV and cervical cancer were connected. They did not know how a virus causes a chronic disease. Even with some of the study participants having the HPV vaccine, they were still not aware of the link between the two. This lead the researcher to inquire what HPV or a sexually transmitted disease meant to the women, resulting in a mixture of responses ranging from never thinking about HPV or acquiring an infection to placing blame on being “loose” or “promiscuous” as a woman. Their narratives provided insights into how their childhood and familial experiences as young Caribbean women contributed to how they act upon knowledge about being sick, having an infection, or living a healthy lifestyle since migrating to the United States. This research contributes to works applying anthropological perspectives and ethnographic methodology to narrow the gap in available literature relevant to migration, Black Caribbean immigrant health and cancer health disparities.

In this study, I use critical discourse analysis to analyze how queer women are represented in 34 English-language children’s picture books distributed in contemporary U.S. markets. I consider how these books include and exclude particular types of queer women characters and incorporate or omit specific queer women experiences. I argue that, in children's picture books, many queer women identities are “othered” through the binary oppositions of (i) lesbianism and motherhood and (ii) lesbianism and being a woman of color. In addition, (invisible) lesbianism in these picture books is still presented as an “issue.” The binary opposition of lesbianism and motherhood is created by making lesbianism invisible in children’s picture books by emphasizing mothering through the prominence of caregiving activities, limiting queer physical intimacy, limiting queer verbal intimacy, utilizing naming practices based on motherhood labels, and directing homophobia disproportionately at queer characters without children. The binary opposition of lesbianism and being a WOC is created by primarily featuring white queer characters. (Invisible) Lesbianism is still presented as an issue by the representation of two-mom families/queer relationships as “incomplete,” “unnatural,” “special,” “just the same as non-queer families and relationships,” and homonormativity. Informed by these results, I offer (i) a toolkit to evaluate the representation of queer women characters in picture books and (ii) a creative response to the queer women representation gaps in children’s literature.