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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

Troubled Masculinity in Washington Irving’s “Rip van Winkle” and “The Legend of Sleepy Hollow” in the Historical Context of Antebellum America

Vahabi, Hanieh January 2011 (has links)
No description available.

Gender and Development in Popular Education| The awareness raising and agency experiences of indigenous women from rural Quito - Ecuador

Lopez Alvaro, Gabriela Maritza 16 November 2017 (has links)
<p> Paulo Freire stated that there are two ways to be in this world: a "non-reflexive" one, which implies being an object of the history, and a "critical" one, which means being a historical subject. As part of his pedagogy, this Brazilian educator designed a transition methodology between one conscience and the other, in order to liberate the oppressed people. This proposal has been applied in a wide variety of contexts throughout the world, not only in populations with limited resources. However, there is little literature on these processes. This work is an ethnographic research that focuses on the experience of promoting indigenous women (factory workers, domestic workers, store sellers) with low schooling, who become teachers of high academic and human quality within a Freirean project of Popular Education and Local Development of INEPE (community-based organization from La Dolorosa de Chilibulo / Isoloma) in Quito - Ecuador. It is argued that the agency (conceived as the act of educating for freedom) is part of the development of critical awareness of these indigenous women; and also, that these are simultaneous, collective and spiral processes, driven by solidarity, participation and dialogue of knowledges.</p><p>

(de)positioning the (hetero)normative model of identity| A metatheoretical analysis of trans*/gender non-conforming standpoint epistemology experiences and the (trans)formation of social consciousness

Cricchio, Axil 14 July 2016 (has links)
<p> This transdisciplinary inquiry is about (de)positioning the (hetero)normative model of identity and facilitating systemic equity for the trans*/gender non-conforming community. The purpose of this research is to explore how the positioning of a heteronormative model of identity is socially and culturally constructed and positioned as normative and can be depositioned by a transformation of social consciousness regarding sexual and gender identity formation. </p><p> This dissertation examines some of the theories that have shaped the U. S. based social and cultural formations of gender and sexual identity, created and evolved U.S. social movements of politics and identity, and shaped the U.S. systemic language used to create categories of gender and sexual identities. The goals of this dissertation are to (1) understand and demonstrate the positioning of social norms regarding sexuality, gender identity, and gender expression, and; (2) employ this understanding in order to suggest and facilitate a framework for the transformation of social consciousness. </p><p> Through these processes, I analyze feminist theory, queer theory, communication theory, and systems theory by bracketing, bridging, and creating transitions zones to develop a metatheory that I call <i>trans*/gender non-conforming standpoint epistemology of identity formation.</i> </p><p> The implications of this study are to locate the nexus of normative social identities and those correlations to systemic equity. Further implications include an impetus of the transformation of social consciousness regarding all gender and sexual identity formation.</p>

“I don’t need protection, I need papers”: the Production of Normalized Violence against Undocumented Immigrant Women in Greece

January 2017 (has links)
abstract: ABSTRACT For almost a decade now, the Greek economic crisis has crippled the Greek nation and its citizenry. High unemployment rates as well as increased levels of homelessness and suicide are only some of the social repercussions of the collapse of the economic system. While we know much about the impact of this crisis on Greek citizens, the literature surrounding the crisis lacks a full range of perspectives and experiences. This project works to fill-in the gaps surrounding the Greek economic crisis and the specific experiences of undocumented, immigrant, domestic workers. Looking at the ways in which these women exist in a constant state of violence, fear, and suffering I identify normalized violence in two main arenas: state/institutional and quotidian/everyday acts. Borrowing from Cecilia Menijvar’s pillars of normalized violence (2011), this work identifies the ways in which state-sponsored bureaucratic violence leads to real suffering and fear exemplified in moments of quotidian violence. Understanding the unique experiences of these women, works to weave together a more nuanced understanding of the impacts of the Greek economic crisis. Along with these moments of violence, this ethnographic inspired project highlights modes of survival, resistance, and resilience employed by these women in response to their violent circumstances. / Dissertation/Thesis / Masters Thesis Gender Studies 2017

Women's Economic Empowerment| An Analysis of Development Discourse and Its Impact on Gender Development programs

Thim, Annelise 11 April 2019 (has links)
No description available.

"All the world's a stage": 'gendered performativities of 'transitional' masculinities within a South Africa female-to-male (FTM) transsexual context

Kinoti, Patricia January 2009 (has links)
Includes bibliographical references (leaves 191-204). / The theoretical framework for this research was designed through contemporary work, both international and South Africa, on questions of gender, performativity, and masculinities. In addition, questions of social justice for those marginalized by gender conventions created the context for a qualitative research process in which transgender men's experiences of their subjectivities as 'men' served as a route through which to explore questions of gender surveillance in a post-democratice South Africa...The research contributes significantly to knowledge on often silenced and marginalized communities within African societies, where the majority of alternative sexualities and gender identities are often regarded as 'un-African'. The research concludes that the Trans men's masculinities play a pivital role in the deconstruction of the gender institution as 'natural' by presenting alternatives states of being as viable options within seemingly static boundaries.

Discourses of gendered vulnerability in the context of HIV/AIDS: An analysis of the 16 Days of Activism Against Women Abuse Campaign 2007 in Khayelitsha, South Africa

Monte, Loredana January 2009 (has links)
Includes bibliographical references (p.115-128). / This thesis explores discourses on gender and gender based violence produced in the 16 Days of Activism Against Women Abuse campaign 2007 in Khayelitsha, Cape Town. The public awareness campaign united a number of local, community based organisations that work in the overlapping fields of HIV/AIDS and gender based violence. For the purpose of this study, three of the most vocal organisations in this campaign were chosen as research participants; The local branch of the Treatment Action Campaign (TAC) Khayelitsha, the Rape Survivors Centre Simelela, and the youth drama group Masibambisane. Assuming that discourses are embedded in unequal relations of power, this study adopts a discourse analytical approach to the 'gendering' of HI VIA IDS to reveal how knowledge and meanings are produced, reproduced and contested between more powerful institutions and a marginalised community. The thesis first explores dominant discourses on HIV/AIDS and gender in development discourse and social and biomedical research, and uncovers how HIV/AIDS risks are mostly related to women's lack of power and inherent vulnerability to violence. Such hegemonic discourses are then also found in international and national guidelines and policy frameworks that address the 'gendered' risks of HIV and AIDS, while at the same time these frameworks also promote approaches to HIV/AIDS that acknowledge contextual and societal factors that shape vulnerability. Eventually, a review of international and national frameworks that address the 'dual epidemics' shows how the so called 'community sector' is often highlighted as a crucial partner in multi-sectoral approaches to HIV/AIDS. The empirical study then aims at locating such discourses in a localised, South African context, and explores the ways in which dominant discourses are reproduced, contested, and redefined by community activists. Empirical data is collected through participant observation with the organisations coordinating the campaign, recording of speeches delivered during the public events, and semi-structured, qualitative interviews with five key members of the organisations. A discursive analysis of the data reveals that femininity and masculinity are mainly constructed in rather conservative ways, portraying women as inherently vulnerable and men as either perpetrators of violence, or protectors of women and children. These constructions of gender are based in a patriarchal, hegemonic notion of masculinity as powerful and responsible for the suffering or salvation of weak and vulnerable women. However, within these hegemonic gender notions, women speakers simultaneously contest their victimhood status by claiming their rights as citizens of South Africa, by relocating power in their collective struggle, and by reframing their vulnerabilities as embedded in intersecting inequalities of gender, class and race, and as members of a community largely marginalised by the state. The multitude of discourses at play in the public campaign point at the necessity for a re-reading of the intersections of HIV/AIDS, gender inequality and gender based violence beyond victim-agent dualisms.

Southerned: queer marginality in two souths

Scott, Jessica A 11 February 2019 (has links)
The metropolis has featured prominently in queer theory, cultural productions and advocacy work as the ideal site of queer life (Massad, 2002; Gray, 2009; Herring, 2010). Because of the concentration of resources in the metropole and discursive investments in locating ‘outof-the-way places’ (Tsing, 1993) at a temporal and geographic distance from metropolitan centres, I argue that queer organising in ‘out-of-the-way places’ is ‘southerned’. In other words, work that happens at the geographic margins continues to be rendered unrecognisable in a metric of ‘rights’, generated in a specific location and projected as ‘universal’. This dissertation is an account of the way that ‘discursive formations’ (Foucault 1972) shape the context for queer presence and work in ‘out-of-the-way places.’ The ethnographic work presented here was conducted in the United States South and South Africa over a period of two years, during which I collected and analysed public presentations and semi-structured in-depth interviews thematically and with discourse analysis. Through field work in two ‘souths’, the analysis presented here is situated in relation to a body of theoretical work that is interested in spatial and temporal politics of sexuality that frame ‘out-of-the-way places’ as inhospitable to queer existence. The hegemonic discourses of ‘rights’ generated in the metropole renders the kinds of work and existence carried out by queer bodies in ‘out-of-the-way places’ illegible. Queer work is ongoing in ‘out-of-the-way places’. This dissertation seeks to understand how that work is shaped both by the contexts in which the work unfolds and by the metronormative demands placed on what working queerly is supposed to look like. The research concludes that the complexities of queer existence and queer work in the ‘two souths’ represented here must be understood on their own terms rather than through the reductive lens of expectations and interpretations projected from the metropole. In order for queer work to thrive in ‘out-of-the-way places’, historical and contemporary issues that are residues of colonial legacies of resource extraction, violence, exploitation, environmental degradation and restricted access to a range of things not reducible to the metronormative rubric of ‘rights’ must be addressed.

Exploring gender dynamics in sexuality education in Uganda's secondary schools

Muhanguzi, Florence Kyoheirwe January 2005 (has links)
Includes bibliographical references (p. 241-268). / Within international theory of gender and education, sexuality is implicated as one of the major factors responsible for the differential participation of boys and girls in schooling and the persistent gender inequalities in education in Sub-Saharan African countries and Uganda in particular. In spite of multiple interventions to address the inequalities, gender disparities remain apparent and such disparities continue to entail increased vulnerability to sexual abuse, HIV transmission, unwanted teenage pregnancies, sexual exploitation and the overall silence about sexual experience, for those gendered as girls and women. Comprehensive gendered sexuality education is widely seen as a valuable site of intervention for addressing these problems, thereby facilitating the process of attaining gender equality and equity in society. The relationship between sexuality education and gender dynamics remain, however, complex at multiple levels of the educational process. The main objective of this study is to explore the operation of gender dynamics in school sexuality education. The research interrogates the interactions between contemporary curriculum based ideas of sexuality education in Uganda and the gendered realities of key participants in the pedagogic process. The substantive focus of my study is on secondary school students' and teachers' experiences and interactions with formal school sexuality curriculum. Under the notion that the community of pedagogy for students comprises parents, the research includes an exploration of parents' engagement with the school-based sexuality education. My study draws on qualitative data obtained through qualitative methods namely observation, in- depth and key informant interviews and focus group discussions. Template and thematic analysis was used. The study theorises that the current sexuality education being conducted in Uganda's secondary schools is deficient in terms of content and approach and is based on gender biased materials and textbooks. Overall the education offered is inadequate, largely prescriptive and feminized, generally divorced from students' personal experiences, and sometimes even contradictory. The study reveals complex gendered sexual experiences of students that position boys and girls differently often causing gender inequalities in sexuality education classrooms. The study illuminates the need for a rigorous re-examination of the current curriculum learning resources and advocates an empowerment approach that integrates considerations of gender dynamics throughout the approach to formal sexuality education in a bid to challenge gendered discrimination.

A poor women's pedagogy' : an exploration of learning in a housing social movement

Ismail, Salma January 2006 (has links)
Includes bibliographical references (p. 270-284). / This study examines the critical role that adult education played in a housing social movement whose membership was mainly poor African women in informal settlements. In this social movement women have combined learning with the struggle to obtain social goods from the state. The study explores the interconnectedness between learning, development and social change. The conceptual framework developed from a feminist critique of popular education was applied in the methodology and yielded insights with regard to the learning of VM women. The feminist critique allowed for an exploration of the contradictions within popular education and people-centred development. In addition it provided a vocabulary to explain the learning and agency of VM women. The conceptual framework allowed me to argue that learning is contextual, and to analyse and understand learning in the micro-context (VM and the life changes and learning of VM women) it is necessary to examine the interaction between the macro-- (political, economic and policy context of South Africa) and micro-contexts. The interaction of these contexts has brought political opportunities to mobilise the agency of poor African women who were seeking solutions to their housing problems.

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