Thesis (Ph.D.) -- University of Rhode Island, 2008. / Typescript. Includes bibliographical references (leaves 104-113).

M. Ed.

This research provides an ethnographic and phenomenological study of how lesbian and gay educators in Western Australia employed adaptive rituals of conformity and nonconformity within their educational culture. This thesis depended on these educators telling their own story and it became a more complex study of their perception of and adaptation to homophobic distancing and repression. Through private interviews and collaboration with the co-participants in the research the study makes sense of the roles lesbian and gay educators enact in the educational culture in Western Australia around the time of Law Reform in 2002. The study is not an historical account but presents data from a specific historical context as a contribution to knowledge of how lesbian and gay educators view themselves and construct themselves in educational settings. The stories of everyday experience of Western Australian lesbian and gay educators present layers of gestured meanings, symbolic processes, cultural codes and contested sexuality and gender ideologies thereby reconstructing the reality of lesbian and gay educators. The research provides a range of embodied narratives and distinctive counter-narratives experienced by this group of educators in Western Australia. The study demonstrates that there are social practices in schooling that assist in the recognition and construction of their own gender identity even though the law in Western Australia at the time of writing, precluded the public promotion of lesbian and gay activities, and by association, silenced what many take to be their preferred mode of public behaviours. More importantly the study maps the extremely subtle processes involved in generating and expressing homophobia resulting in a sense of double invisibility, a constitutive silencing of personhood, which makes even the identification of rituals problematic. The very different stories reveal various interpretive strategies of belonging to the dominant homophobic culture, furthering our understanding of the contemporary identity formation issues of a hitherto invisible and silenced group of educators.

This research project was aimed at identifying the perceptions of adolescent boys and girls with regard to the role function of men and women in society. Quantitative and qualitative methods, and a hybrid form of sampling were employed in this research project. The sample for this study was drawn from 5 secondary schools and comprised 65 boys and 65 girls. The adolescents' perceptions were analysed and interrogated critically against the yardstick provided by the non-sexist values of the South African constitution. An attempt was made to identify the extent to which the adolescents' perceptions are in synch with rigid patriarchy, sexism and the gendered division of labour, and the extent to which the adolescents' perceptions are in synch with the non-sexist South African constitution. The analysis of the adolescents' perceptions were informed inter alia by the theories of essentialism and constructivism. The research revealed, inter alia, that most of the adolescents reject rigid patriarchy; reject the gendered division of labour in some spheres ; accept the gendered division of labour in some spheres ; accept and favour the economic empowerment of women ; believe that sex should be negotiated ; believe that men are more suited to be leaders than women ; are against the perpetration of violence by either of the sexes and are homophobic and heterosexist • It was also evident that while both boys and girls rejected rigid patriarchy; girls were decidedly more receptive to the empowerment of women than boys. The study revealed that while there has been an erosion of the rigid division of the masculinized public sphere and the feminized domestic sphere, the public sphere is perceived as one in which men should dominate while the domestic sphere is deemed more suitable for women than men with women and men playing supportive, subdued albeit ever increasing roles in the public and domestic spheres respectively - the researcher as termed the existing perception the yin-yang worldview and the emergent perception the yanging-yin-yining-yang worldview. The study also highlighted that perceptions are not determined entirely by knowledge and ideals and served to bring home forcefully, the overriding potency of social realities and conditioning in shaping and regulating perceptions. In short the study demonstrated that the adolescents have not fully embraced the non-sexist values of the new constitution. The findings of the study were utilized by the researcher as a diagnostic instrument to produce recommendations and solutions - based on Freirean praxis - for the elimination of sexist, patriarchical perceptions. / Thesis (M.Ed.) - University of KwaZulu-Natal, 2003.

Thesis (doctoral)--Universität, Luzern, 2003. / Includes bibliographical references (p. 417-446).

Submitted by Milena Rubi ( ri.bso@ufscar.br) on 2017-11-21T18:08:45Z No. of bitstreams: 1 SCOTE_Fausto_2017.pdf: 1612673 bytes, checksum: cc4e663b1c63f19f275581ce4f054a38 (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-11-21T18:09:25Z (GMT) No. of bitstreams: 1 SCOTE_Fausto_2017.pdf: 1612673 bytes, checksum: cc4e663b1c63f19f275581ce4f054a38 (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-11-21T18:09:35Z (GMT) No. of bitstreams: 1 SCOTE_Fausto_2017.pdf: 1612673 bytes, checksum: cc4e663b1c63f19f275581ce4f054a38 (MD5) / Made available in DSpace on 2017-11-21T18:09:46Z (GMT). No. of bitstreams: 1 SCOTE_Fausto_2017.pdf: 1612673 bytes, checksum: cc4e663b1c63f19f275581ce4f054a38 (MD5) Previous issue date: 2017-02-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This master thesis aims to analyze the difficulty of access and permanence of the transgender population in colleges. A field work was carried out that involved the realization of interviews with transgenders of different ethnicities, social classes and types of university that they attend. The results obtained indicate that access to the university was facilitated by specific achievements of the trans movement, but also by broader ones, among which the following stand out: legal implementation and the right to use the social name for transvestites and transsexuals those who have adhered to legislation and national assessments such as ENEM; the government's inclusion policies for access to low-income ethnic and racial minorities by offering positions at federal and state public universities by the SISU system and offering scholarships at private and confessional universities by PROUNI. Also fundamental were social projects of the type "preparatory course", that aimed at transvestites and transsexuals. On the other hand, the cases of public policies of permanence are still isolated when the trans population is related, without the existence of specificity in the supply and maintenance of public policies that contribute to this. Have been reported some hardship related to tuition fees, the use of the bathroom according gender identity, access to student housing and foodaid, as well as the lack of adequate treatment by teachers and staff who are unable to deal with transgender people (gender bias). Participation in transgender militancy within the university context has become important for the transformation of the environment they inhabit, contributing to the change of paradigms, acceptance of their subtleties, recognition of rights and respect for human diversity. / Esta dissertação almejou analisar a dificuldade de acesso e permanência da população trans no ensino superior. Foi realizado um trabalho de campo que envolveu a realização de seis entrevistas com mulheres trans e uma com um homem trans, de diferentes raças/etnias, classes sociais e tipos de universidade que frequentam. Os resultados obtidos apontam que o acesso à universidade foi facilitado por conquistas específicas do movimento trans, mas também por outras mais amplas, entre as quais destacam-se : a implementação legal e o direito de utilização do nome social para travestis e transexuais em instituições de ensino que aderiram à legislação e nas avaliações nacionais como o ENEM; as políticas de inclusão governamentais ao acesso a minorias étnicas e raciais de baixa renda pelo oferecimento de vagas em universidades públicas federais e estaduais pelo sistema SISU e o oferecimento de bolsas de estudos em universidades privadas e confessionais pelo PROUNI. Foi fundamental também o recurso de muitas a projetos sociais do tipo ―cursinho preparatório‖, voltados a travestis e transexuais. Por outro lado, ainda são isolados os casos de políticas públicas de permanência quando se relaciona a população trans, sem a existência de especificidade no oferecimento e manutenção de políticas públicas que contribuam para isso. Foram relatadas dificuldades relativas ao pagamento de matrícula e mensalidades da universidade, à utilização de banheiro segundo o gênero de identificação, ao acesso à moradia estudantil e a bolsas de auxílio alimentação, além da falta de trato adequado por parte de docentes e funcionárias/os não capacitadas/os a lidar com pessoas trans. A participação na militância trans dentro do contexto universitário apresentou-se como importante para a transformação do ambiente que habitam, contribuindo para a mudança de paradigmas, a aceitação de suas subjetividades, o reconhecimento de direitos e o respeito à diversidade humana.

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-18T10:48:08Z No. of bitstreams: 1 RODRIGUES_Tassio Acosta_2016.pdf: 3251634 bytes, checksum: bda0bc0565ec1f93cad611f3e095bfeb (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-18T10:48:17Z (GMT) No. of bitstreams: 1 RODRIGUES_Tassio Acosta_2016.pdf: 3251634 bytes, checksum: bda0bc0565ec1f93cad611f3e095bfeb (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-18T10:48:23Z (GMT) No. of bitstreams: 1 RODRIGUES_Tassio Acosta_2016.pdf: 3251634 bytes, checksum: bda0bc0565ec1f93cad611f3e095bfeb (MD5) / Made available in DSpace on 2017-01-18T10:48:30Z (GMT). No. of bitstreams: 1 RODRIGUES_Tassio Acosta_2016.pdf: 3251634 bytes, checksum: bda0bc0565ec1f93cad611f3e095bfeb (MD5) Previous issue date: 2016-02-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This study analyses the narratives of the experiences had in school by six transvestites from the city of Sorocaba (countryside of the State of São Paulo) having the queer perspective as analytic inspiration for understanding that the discriminations suffered while in school were focused on maintaining the heteronormativity as disciplinary process. When considering the school as a device to maintain the relations focused on power, their gender expressions were vital for this process to be put to practice in an even more intensified manner – sometimes they were made invisible, while others they were given extreme visibility in order to serve as examples of "abnormal" behavior/identity. The most recurrent disciplinary devices defined by gender during such narratives were related to the birth name, the school uniform, the collective restrooms and Physical Education classes. Several attempts of resisting such devices were observed, in addition to strategies aimed at “compensating” discrimination, such as being the best student in some subjects, being good at sports or seeking interpersonal relationships with other “rebellious” students in order to obtain acceptance and/or strength before normalizations. The symbolic violence was present by the use of sexist nicknames, both by students and teachers, who many times have endorsed such anti-social and violent behaviors in their most diverse forms against the interviewees. They were blamed, both by the teaching and managing entities, for the violence suffered. When the issue of “race” was inserted in the scenario – as in the case of two black interviewees – the violence suffered by them would become even more evident. The acknowledgement of their precariousness and vulnerability is necessary to foment the creation of specific public policies, by means of affirmative actions, aiming at removing them from the fringes of society and making their lives more livable. / Este trabalho analisa as narrativas que tratam das vivências escolares de seis travestis da cidade de Sorocaba-SP, partindo da perspectiva queer como inspiração de análise pela concepção de que as discriminações na escola estiveram centradas na manutenção da heteronormatividade enquanto processo disciplinador. Compreendendo a escola como um dispositivo da manutenção da relação de poder, suas expressões de gênero foram determinantes para que este processo fosse acionado de forma mais intensa - ora invisibilizando, ora dando extrema visibilidade para que servissem como exemplo de comportamentos/identidades “anormais”. Os dispositivos disciplinares generificados mais recorrentes nas narrativas foram relacionados ao nome civil, o uniforme escolar, o banheiro coletivo e as aulas de Educação Física. Foram observadas diversas tentativas de resistência a estes dispositivos, além de estratégias de "compensação" frente à discriminação, como ser a melhor aluna em algumas disciplinas, ser boa esportista ou buscar relacionamentos interpessoais com outros alunos "rebeldes", buscando aceitação e/ou fortalecimento frente às normatizações. A violência simbólica esteve presente por meio da atribuição de apelidos machistas, tanto por alunos quanto por professores, que muitas vezes apoiavam incivilidades e violências diversas contra as interlocutoras. Elas eram culpabilizadas, tanto pelo corpo docente quanto gestor, pelas violências sofridas. Quando o marcador de raça era acionado, como no caso de duas participantes negras, as violências se faziam mais presentes. O reconhecimento de suas precariedades e vulnerabilidades é necessário para a fomentação de políticas públicas específicas, por meio de ações afirmativas, com o objetivo de tirá-las das margens sociais e fazer com que suas vidas sejam mais vivíveis.

Capes / Atualmente, as universidades ocidentais são lugares onde se efetiva grande parte da pesquisa científica. Se a História ocidental aponta algumas mulheres adentrando esses templos do conhecimento, hoje, elas representam parte considerável dos/as professores/as pesquisadores/as. Após a revisão da literatura, comprovou-se que homens e mulheres não têm as mesmas oportunidades de trabalho na carreira de professor/a pesquisador/a. Achou-se, então, pertinente, analisar comparativamente as relações de gênero nos cursos de pós-graduação da Universidade Tecnológica Federal do Paraná (UTFPR) e da Universidade Tecnológica de Compiègne – França (UTC), no intuito de descobrir se as mulheres dessas duas universidades tecnológicas encontram práticas discriminatórias, ou, ao contrário, um acolhimento favorável e, se existe o famoso ‘teto de vidro’ que limita as promoções das mulheres. A pesquisa foi qualitativa, com princípios de análise de conteúdo e pode ser caracterizada como comparativa. A coleta de dados foi realizada com entrevista semiestruturada nas duas universidades. Foram objeto deste estudo 16 professores/as pesquisadores/as da UTFPR e 17 professores/as pesquisadores/as da UTC. Conclui-se que a profissão de professor/a pesquisador/a demanda na sua essência, um investimento até o limite do sacrifício por quem escolheu exercitá-la e é muito mais adaptada à socialização do homem que da mulher, devido a duas razões principais: o maior investimento das mulheres no trabalho reprodutivo em relação aos homens e porque existem, na carreira universitária, mecanismos de discriminações que limitam a progressão das mulheres. / Currently, western universities are where research is mostly carried out. If western history shows some women getting into those temples of knowledge, today, they account for a considerable number of faculty members/researchers. A revision of literature revealed that women and men do not have the same job opportunities when it comes to the career as a faculty member/researcher. Therefore, a comparative analysis of gender relations in the graduate programs at the Federal University of Technology of the State of Paraná (UTFPR) and the University of Technology of Compiègne - France (UTC) was seen as relevant. The aim of the research was twofold: to find out whether women from these universities of technology faced discriminatory practices or, instead, a greater acceptance and to investigate the existence of the famous “glass ceiling” that limits women`s job promotion. The research was qualitative with content analysis and was characterized as comparative. The data collection was conducted with a semi-structured interview with 16 faculty members/researchers from the UTFPR and 17 faculty members/researchers from the UTC. The findings and conclusion of this research are that the career as a faculty member/researcher calls for a great sacrifice and it is more socially adapted to men than women for two main reasons: first, a bigger investment on the part of women than men concerning reproductive work, and second, the existence of mechanisms of discrimination practices in the professional university career that hinder women`s professional advancement.

Capes / Atualmente, as universidades ocidentais são lugares onde se efetiva grande parte da pesquisa científica. Se a História ocidental aponta algumas mulheres adentrando esses templos do conhecimento, hoje, elas representam parte considerável dos/as professores/as pesquisadores/as. Após a revisão da literatura, comprovou-se que homens e mulheres não têm as mesmas oportunidades de trabalho na carreira de professor/a pesquisador/a. Achou-se, então, pertinente, analisar comparativamente as relações de gênero nos cursos de pós-graduação da Universidade Tecnológica Federal do Paraná (UTFPR) e da Universidade Tecnológica de Compiègne – França (UTC), no intuito de descobrir se as mulheres dessas duas universidades tecnológicas encontram práticas discriminatórias, ou, ao contrário, um acolhimento favorável e, se existe o famoso ‘teto de vidro’ que limita as promoções das mulheres. A pesquisa foi qualitativa, com princípios de análise de conteúdo e pode ser caracterizada como comparativa. A coleta de dados foi realizada com entrevista semiestruturada nas duas universidades. Foram objeto deste estudo 16 professores/as pesquisadores/as da UTFPR e 17 professores/as pesquisadores/as da UTC. Conclui-se que a profissão de professor/a pesquisador/a demanda na sua essência, um investimento até o limite do sacrifício por quem escolheu exercitá-la e é muito mais adaptada à socialização do homem que da mulher, devido a duas razões principais: o maior investimento das mulheres no trabalho reprodutivo em relação aos homens e porque existem, na carreira universitária, mecanismos de discriminações que limitam a progressão das mulheres. / Currently, western universities are where research is mostly carried out. If western history shows some women getting into those temples of knowledge, today, they account for a considerable number of faculty members/researchers. A revision of literature revealed that women and men do not have the same job opportunities when it comes to the career as a faculty member/researcher. Therefore, a comparative analysis of gender relations in the graduate programs at the Federal University of Technology of the State of Paraná (UTFPR) and the University of Technology of Compiègne - France (UTC) was seen as relevant. The aim of the research was twofold: to find out whether women from these universities of technology faced discriminatory practices or, instead, a greater acceptance and to investigate the existence of the famous “glass ceiling” that limits women`s job promotion. The research was qualitative with content analysis and was characterized as comparative. The data collection was conducted with a semi-structured interview with 16 faculty members/researchers from the UTFPR and 17 faculty members/researchers from the UTC. The findings and conclusion of this research are that the career as a faculty member/researcher calls for a great sacrifice and it is more socially adapted to men than women for two main reasons: first, a bigger investment on the part of women than men concerning reproductive work, and second, the existence of mechanisms of discrimination practices in the professional university career that hinder women`s professional advancement.

This study was prompted by the researcher’s concern that the gender equity imperative within the Constitution of the Republic of South Africa, Act 108 of 1996, and within national curriculum policy in South Africa is being sidelined in school History teaching for various reasons, the most significant of which is argued to be lack of awareness of the constitutive nature of discourse within language. The main aim of the study is to investigate whether a feminist post-structuralist approach to History teaching, which focuses on multiple perspectives and open interpretation, within the framework of six key aspects of critical media education, can open up space for female voices of the past and present in order to reconstruct realist historical narratives. The literature review reflects research relating to theories which have been seminal in the development of feminist post-structuralism. The qualitative research design entails a data collection instrument which focuses on denotative and connotative analysis of textual samples selected from Grade 10 schools History textbooks used for this investigation. Data collection relates to content analysis, narrative theory, textually-oriented discourse analysis, and gender-biased language with regard to images and print. To establish the category into which each textual sample falls, individual data counts have been undertaken. A detailed analysis process reveals that all nine of the textual samples are of the conforming type which do not question patriarchal gender construction.The study offers suggestions regarding the implementation of feminist post-structuralist strategies within the context of Grade 10 outcomes-based History teaching, which is compliant with South Africa’s national curriculum policy. Notwithstanding the gaze upon the problematising of discursive gender representation in Grade 10 History teaching resources used in South African public schools, this study argues that the results have wide application across grades, levels, learning areas and subjects which are part of South Africa’s national curriculum. The researcher therefore suggests that this study offers a positive contribution to equitable gender relations in the History classroom, in education generally, and in South Africa as a whole. / Didactics / D. Ed.