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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.

Gugule-tois, it's the place to be! : on bodies, sex respectability and social reproduction : women' s experiences of youth on Cape Town's periphery

Mupotsa, Danai S January 2007 (has links)
Initiating this research project I reflected on the subject of popular and youth culture, gender and sexuality; which then drove me to consider an analysis of dress codes and fashion in regards to notions of female respectability. Through my research process, I have often thought that I had digressed considerably; yet as I begin to narrate this story I am both surprised and amazed to find that this is in fact what I have done and thankfully, I believe I have done more. This "full circle," in thinking, doing and now presenting new knowledge was initiated in part due to a personal interest in the gendered socio-political, economic and historical meanings attached to the body surface as a whole, which I soon changed to a consideration of both the bodily surface and its interior. As stated in my research proposal, it was my contention that the female body, as opposed to the normative (or rather socially normalized) male body, has been discursively constructed as defiled, unclean and as reeking with sickness according to dominant paradigms of knowledge and social practice. Through the processes of conquest, colonialism, imperialism, racism and apartheid; black people and especially black women's bodies have suffered this violence. I have an interest in dissecting the manner by which such discourses then translate into common-sense understandings about how we both dress and perform our bodies in various social spaces; about how we begin to construct the discourse of "our culture," of good girls and social misfits, who wear the labels of "prostitute," "lesbian," or "rural," (despite their true actions or conditions) within urban spaces in contemporary Southern Africa; considering the impact of the history of a geographical apartheid, a migrant labour system, the production and re/production of notions of femininity closely associated with domesticity and the very dominant narrative of female respectability.

Black feminist intellectual activism: a transformative pedagogy at a South African university

Hames, Mary Margaret Philome January 2016 (has links)
This dissertation engages with critical pedagogic theories and activism from a black feminist perspective. The central argument is that education is not only confined to the formal classroom but also takes place in the most unlikely places outside the classroom. This work is premised on the educational philosophies of liberation, embodiment and freedom of the oppressed and the marginalised. The qualitative research is largely presented as ethnographical research, with the researcher located as both participant in the evolvement of the two educational programmes and as writer of this dissertation. Both educational programmes deal with performance and performativity and aim to give voice to the marginalised bodies and lives in the university environment. The research demonstrates how two marginalised groups claim space on campus through performativity involving the body and voice. In the Edudrama, Reclaiming the P…Word, young black women, via representation of word and body, transform the performance space into one in which the misogynistic and racist gaze is transformed. This feminist theatre is intrinsically related to the feminist political work of reclamation of the black female body, which became invisible and objectified for abuse under colonialism, apartheid and patriarchy. The various feminist elements and processes involved in creating feminist text and theatre are discussed. The praxis involved in these processes is then theorised in terms of critical pedagogy as black feminist intellectual activism. In the case of the lesbian, gay and transgender programme, Loud Enuf, the bodies and voices are used differently in the public campus domain to challenge homophobia. This programme is used to raise awareness about sex, sexuality, sexual orientation and gender identity. This programme is intensely political and challenges ambiguous understandings regarding the notion of equality in South Africa post-1994.

Power and performativity in prison: exploring male sex workers' experiences and performances of gender and sexuality pre/during/post-incarceration

Lewin, Jan-Louise January 2017 (has links)
This study explores the narratives of men who become male sex workers after being in prison. This study looks at prison as a fluid space for sexual expression and gender performativity, which is ironic given the view of prison as punitive and repressive. Sex within the South African prison system is silenced and taboo particularly within the Number prison gang where sex is heavily regulated, ritualized and fiercely guarded. The research question asks how do men who are or become male sex workers construct and perform their gendered and sexual identities in prison and on the street? This qualitative study employs the organizing metaphor of dramaturgy to explore how prison as a social setting (stage) impacts on the gendered and sexual performances of men (actors) who have been incarcerated. Drawing on Foucault's theories of the repressive hypothesis and peripheral sexualities (1990), Butler's theory of performativity (1990) and Gagnon and Simon's scripting theory (1973) this study illustrates theoretically how prison sex culture and male sex work can be theorized from a feminist standpoint perspective. This feminist study is located in the social constructionist paradigm. It is underpinned by grounded theory and narrative methodology to explore the narratives of men who have been incarcerated and continue into sex work post-release. Biographical interviews were conducted with 15 men who were participants in a male sex work support group. Findings revealed two overarching themes in the narratives that explain how men construct and perform their gendered and sexual identities in prison. Renegotiation was the process where the subject engaged in an internalized monologue with self, constantly exploring and (re)constructing the gendered and sexual self in response to the shifting contexts of prison and the streets. Negotiation was the process where the subject engaged in an external dialogue with others. Through interactions with others, they were able to perform gender and sexuality publicly. By framing it within the discourse of dramaturgy, this study shows an alternative view of prison sex culture. (Re)imagining prison as the 'stage', prisoners as the 'actors', prison rituals as the 'script' and identity performances as the 'act', we can begin to envision an alternative script and narrative of prison unfolding.

Empowering women activists : creating a monster : the contentious politics of gender within social justice activism

Eriksson, Asa January 2007 (has links)
Includes bibliographical references (p. 160-167). / This Master's Research Project has sought to investigate the discursive space for 'gender struggles' within contemporary South African class based social justice activism. It has done so in the form of a qualitative case study, analysing particular 'gender' interventions designed by a left-wing popular education organisation during 2006, and how these are theorized and contextualised against this specific moment in time in post-apartheid South Africa. The research has looked at how and why the organisation is presently trying to challenge gendered power inequalities in its internal and external work, strengthening women activists in the Community-based organisations and Social Movements which it targets, and contribute to putting women's strategic gender interests on the agenda of these movements, while simultaneously seeking to theorize the meaning of 'political' gender work in relation to its dominant perspective of class justice. The researcher has followed a specific empowerment initiative targeting women activists during the year, and has also engaged closely with the institutional dynamics in the organisation under study. The data has been gathered through interviews with staff members and women activists, and through participatory observation in educational events and office meetings. The theoretical framework for the study was designed in relation to Shireen Hassim's investigations of the "discursive space" for South African feminist groups to articulate their demands while continuing to work within the dominant, male-led resistance movements (Hassim, 2006:14-19), and to Amanda Gouws' theorizing of citizenship as including 'embodied' participation in political processes and activism (Gouws, 2005:1-16,71-87). It furthermore builds on contemporary theories on social movements and grassroots mobilisation in South Africa (recaptured by Ballard et. aI., 2006:3-19), on feminist consciousness-raising (Kaplan, 1997) and on organisational change for gender equality (Rao and Kelleher, 2003). Some of the suggestions made, while analysing the data against this theoretical framework, include; That the conflict which has emerged in the organisation under study in relation to the new 'gender programme' is indeed a contestation over the meaning of 'political' gender work, and over who can be a legitimate 'political actor' (Hassim, 2006: 17); simultaneously and contradictive, there is an awareness in the organisations that the nature of the 'working class' is shifting in pace with neo-liberal globalisation processes, and that rank-and-file members in working class organisations are now the unemployed or the casual workers, a majority of them being women (although leadership structures largely remain male territory), which theoretically should also prompt a shift in the focal organisations approach to 'political' gender work, but in practice, this is still a struggle; the empowerment programme which the research has followed closely throughout the year has led to women participants being ostracised, after surfacing issues of sexual harassment in the movements, but the rational/intellectual, spiritual and emotional learning which has happened in the group is analyzed as having been empowering on both an individual and collective level, inspiring new women's network to develop within movements of both men and women. The study suggests that engaging 'gender' and expanding the notion of 'political work' and who can be a 'political actor' is crucial if left-wing education and support organisations seek to remain relevant within a rapidly changing context.

Recollections and representations the negotiation of gendered identities and 'safe spaces' in the lives of LGBTI refugees in Cape Town, South Africa

Martin, Heidi January 2012 (has links)
Includes abstract. Includes bibliographical references.

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