Abstract This dissertation examines how boys construct masculinities and hierarchical orders in their social interactions at school. Those themes are studied from viewpoints of power, ethnicity, status, and particularly violence in a framework of hegemonic masculinity. The study uses feminist post-structural methodology and critical discourse analysis; the material consists of questionnaires, interview data, and observation material collected in two phases from the same school classes in 2002 and 2007. Tuija Huuki’s qualitative, longitudinal material is also explored in two joint articles written with her. Longitudinal analysis and case studies are also used in this research. Four discursive forms of masculinity are found and analysed in this research from the perspective of hegemonic masculinity. These forms of masculinity legitimate, challenge, or affect hegemonic masculinity, and are considered particularly from a viewpoint of visible violence and subtle, normalised violence. Toughies used violence the most visibly. Banal balancers used violence in more subtle manners. Silent sympathisers for their part legitimated violence as bystanders, while gender traitors were often targets of gendered violence as they withdraw from hegemonic masculinity. In the context of this work, hegemonic masculinity refers to the pursuit of culturally and socially idealised masculinity, which was considered normal on a local level. This research also analyses peer likeability and respect, which are suggested as the prominent dimensions of status in a framework of hegemonic masculinity. Respect links more closely to a cultural pattern of masculine supremacy and power position than to peer likeability. The concept of hegemonic masculinity – analysed through power relations and through status and its resources – proved mosaic-like, transforming, and difficult in nature, but also useful to this research both theoretically and pragmatically. The struggle for status and power is violent when it includes a superiority that diminishes others and if a higher hierarchical position is aspired to at another person’s expense. This research also exposes the struggles and normalised violence in which ethnicity is present. It challenges teachers to develop models of how communality constructs manners of using power. / Tiivistelmä Tutkimuksessa tarkastellaan poikien maskuliinisuuksien rakentumista ja hierarkkisia järjestyksiä sosiaalisissa vuorovaikutussuhteissaan koulussa. Näitä teemoja analysoidaan vallan, etnisyyden, statuksen ja erityisesti väkivallan näkökulmista hegemonisen maskuliinisuuden viitekehyksessä. Tutkimuksessa käytetään feminististä metodologiaa ja kriittistä diskurssianalyysia. Materiaali koostuu kahdesta koululuokasta viiden vuoden välein kerätystä kyselylomake-, haastattelu- ja havainnointiaineistosta. Kahdessa yhteisartikkelissa on käytetty myös Tuija Huukin kokoamaa laadullista, pitkittäistutkimuksellista aineistoa. Tutkimuksessa käytetään pitkittäisanalyysia sekä tapaustutkimuksellista otetta. Aineistosta löytyi hegemonisen maskuliinisuuden näkökulmasta tarkasteluna neljä maskuliinisuusmuotoa. Näitä hegemonista maskuliinisuutta legitimoivia, haastavia ja siitä irtisanoutuvia diskursiivisia maskuliinisuuksien muotoja on analysoitu huomioiden erityisesti näkyvä ja piiloinen, normalisoitunut väkivalta. Kovikset käyttivät väkivaltaa näkyvimmin, banaalit tasapainoilijat piiloisemmin, rauhalliset myötäilijät legitimoivat väkivaltaa sivusta seuraamalla ja hegemonisen maskuliinisuuden pettäjät joutuivat usein sukupuolistuneen väkivallan kohteiksi irtisanouduttuaan hegemonisesta maskuliinisuudesta. Hegemoninen maskuliinisuus tarkoittaa tässä tutkimuksessa paikallisella tasolla kulttuurisesti ja sosiaalisesti hyväksytyn, normaalina pidetyn maskuliinisuuden tavoittelua. Tutkimuksessa on analysoitu myös statuksen ulottuvuuksia, joiksi hegemonisen maskuliinisuuden viitekehyksessä määrittyivät kaverisuosio ja respekti. Respekti määrittyy tässä tutkimuksessa statuksen maskuliiniseen kunnioitukseen liittyväksi minäorientoituneeksi ulottuvuudeksi, jolla on vahvempi yhteys valta-asemaan kuin kaverisuosioon. Hegemoninen maskuliinisuus näyttäytyi mosaiikkimaisena, muuttuvana ja hankalana mutta käyttökelpoisena teoreettisena ja pragmaattisena käsitteenä tämän tutkimuksen kontekstissa. Kamppailu statuksesta ja vallasta on väkivaltaista silloin, kun siihen liittyy toisia väheksyvää paremmuusajattelua, jossa omaa asemaa pyritään parantamaan toisten kustannuksella. Tämä tutkimus tekee näkyväksi näitä kamppailuja ja niihin liittyvää normalisoitunutta väkivaltaa, jossa myös etnisyydellä on osansa. Samalla se haastaa kasvattajat kehittämään malleja yhteisöllisyyttä rakentavasta vallankäytöstä koulussa.

South Africa has the biggest HIV epidemic in the world and the HIV rates among youth are especially alarming. In 2016 there were 110 000 new cases of HIV among 15 to 24-year-olds. The aim of this study is to describe and analyse perceptions of HIV and HIV prevention among Xhosa youth in the township of Langa, Cape Town. In order to study this, I focus on the organisation loveLife and their employed peer educators called groundBREAKERs (gBs). To gain knowledge on what fuels the HIV epidemic in this setting I will examine their thoughts and notions of HIV/AIDS, sexuality and sexual behaviour in relation to the information that is available to them. Examining the socio-cultural context of HIV/AIDS is important to understand the spread and why HIV is not declining sufficiently in response to HIV preventative efforts. This thesis is based on ten weeks of fieldwork at loveLife’s Y-Centre in Langa. The material was gathered through semi-structured interviews and participant observation. To analyse the drivers for the spread of HIV among Xhosa youth an analytical tool of gender roles, with a main focus on masculinity, has been utilized.

The thesis argues for the inclusion of the study of religion within the public school curriculum. It argues that the whole division between “religious” and “secular” spaces and institutions is itself rooted in a specific religious tradition. Using the theories of Jacques Derrida, I argue that, unless the present process of globalization is tempered with alternative models of organizing that don’t include this secular/sacred division, the very process of Western globalization acts as a moral religion. Derrida calls this process “globalatinization,” the imposition of Western defined institutions upon other cultures. The process creates a type of religious violence through act of imposing notions of “secular/public” and “sacred/private.” Drawing from Mark Juergensmeyer’s theory of religious violence, and Derrida’s and Foucault’s understanding of discursive formations, I argue that religious studies should enter this “secular/public” space in the form of educating about the world’s religions. Such education would go a long way in preventing the demonization of the “other” through promoting empathy, understanding, and respect for “other” traditions. Finally, education would provide a needed self-critique of the dividing of “secular/sacred” in contemporary Western life.

The thesis deals with comparing China and United States in terms of their potential hegemonic status. A country can be considered as a hegemonic country only if it fulfills various attributes. Its economic leadership is defined by consistency of inner market and by generated imports. Those are supported by advanced financial market and national currency, which is also considered as a world currency. Institutional scope is summarized by privileged position of its army and it defines hegemonic country as a center of innovation and technological progress.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-14T10:58:33Z No. of bitstreams: 1 diovanapauladejesus.pdf: 921445 bytes, checksum: 6fe8e551bbc44cafae07b76763a6cd1d (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-14T15:49:07Z (GMT) No. of bitstreams: 1 diovanapauladejesus.pdf: 921445 bytes, checksum: 6fe8e551bbc44cafae07b76763a6cd1d (MD5) / Made available in DSpace on 2015-12-14T15:49:08Z (GMT). No. of bitstreams: 1 diovanapauladejesus.pdf: 921445 bytes, checksum: 6fe8e551bbc44cafae07b76763a6cd1d (MD5) Previous issue date: 2015-04-08 / A presente dissertação propõe uma análise sobre o contexto contemporâneo de internacionalização da educação superior por meio de um Programa de Cooperação Internacional, na área de Educação, entre Brasil e Moçambique. Em uma situação de globalização que influi decisivamente em todos os setores da vida social dos indivíduos, o seu impacto nos processos educativos de formação superior constitui a motivação das reflexões aqui apresentadas. Com a intenção de fazer uma conexão entre a crescente demanda por formação profissional e acadêmica e o acelerado desenvolvimento de cursos na modalidade a distância, estuda-se a capacidade de conjugar tais características em um projeto de Cooperação Internacional que possa atender, efetivamente, as necessidades de determinada área ou público. O objeto do trabalho é o processo de implementação dos cursos do Programa de Apoio à Expansão da Educação Superior a Distância da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Universidade Aberta do Brasil (UAB) na República de Moçambique, a partir de análise documental e realização de entrevistas semiestruturadas. Questionando, especificamente, qual a potencialidade dessas iniciativas de cooperação do governo brasileiro, agora agente ativo na cooperação internacional, o objetivo da pesquisa é, justamente, o de analisar o processo de implementação do Programa, partindo de um enfoque ligado à internacionalização da educação para entender o contexto dessa implementação por meio do conceito de práticas de Cooperação subjacente às relações entre os parceiros. A partir de apontamentos iniciais dos dados levantados, o trabalho tende a se orientar para as dificuldades de pensar efetivamente em uma proposta de colaboração que, como orienta Boaventura de Souza Santos, leve à construção de um conhecimento pluriuniversitário. / This thesis proposes an analysis of the contemporary context of internationalization of higher education through an International Cooperation Program in the area of Education, between Brazil and Mozambique. In a context of globalization that has a decisive influence in all sectors of social life of individuals, their impact on the educational process of higher education is the motivation of the comments submitted here. Meant to make a connection between the growing demand for professional and academic formation and the accelerated development of courses in distance mode, we study the ability to conjugate these characteristics in an International Cooperation Program that can attend effectively the needs of specific area or public. The object of this work is the implementation process of the courses to Support Expansion of Higher Distance Education Program from the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / UniversidadeAberta do Brasil (UAB) in Republic of Mozambique, from documental analysis and semi-structured interviews. Questioning specifically what the potential of these Brazilian government cooperation initiatives, now active agent in international cooperation, the research objective is precisely to analyze the implementation process of the program, from a focus connected to the internationalization of education, to understand the context this implementation through the concept and subjacent cooperation practices to relations between the partners. From initial notes of the data collected, the work tends to be a guide to the difficulties of effectively thinking of a collaborative proposal, as guides Boaventura de Souza Santos, take the construction of a multi university knowledge.

Syftet med denna studie var att lyfta fram pappors beskrivningar av att vara förälder utifrån deras förväntningar av vad en pappa respektive en man är. Detta för att få en överblick kring vilka förutsättningar och hinder män kan stå inför vid uttag av sin rätt till föräldraledighet. För att besvara frågeställningarna har ett kvalitativt metodologiskt angreppssätt använts i form av ostrukturerade intervjuer med öppna frågor. Urvalet i studien var sju fäder med minst ett barn under tre år. Intervjuerna genomfördes genom personligt möte med fem pappor och via telefon med de återstående papporna. De teman som diskuterades under intervjuerna var föräldraskap, arbete och försörjning, papparollen, mansrollen, föräldrastöd och förväntningar på sin partner och vice versa. Insamlad empiri analyserades utifrån en innehållsanalys där kodning och tematisering användes. I studien användes Raewyn Connells teori om olika maskuliniteter och George Herbert Meads teori om symboliska interaktionism som teoretiska utgångspunkter. Dessa teorier användes för att förstå mäns villkor i hur de kan utöva deras rätt till föräldraledighet. Detta genom att lyfta fram vilka barriärer män kan stå inför i förhållande till könsnormer, samt hur de hanterar dessa genom att belysa deras interaktion med andra människor. Resultatet visar att en destruktiv hegemonisk maskulinitet kan utgöra svårigheter för mäns föräldraskap, medan en uppmuntrande hegemonisk maskulinitet tillåter män att våga trotsa ideal om att de inte är hemma med sina barn. Med våra informanters berättelser kunde författarna skilja på en lojalitet gentemot informanternas arbetsplats som kan förklaras i Meads teori om den generaliserade andre. Interaktionen mellan kollegor och andra människor kan utgöra en tvingande arbetskultur som hindrar män att nyttja sina rättigheter. Studien framhäver att även om staten har upprättat reformer som främjar jämlikhet, till exempel de öronmärkta föräldradagarna, kan manlighetsideal förstås hindra staten från att nå sitt mål. / The purpose of this study was to highlight fathers’ descriptions of their expectations of what a father and a man are. The writers of this study aimed to get an overview of different conditions and barriers men can face when exercising their right to parental leave. To answer these questions was a qualitative method in terms of semi-structured interviews with open-ended questions used. The selection in the study was seven fathers with at least one child under three years. The interviews were conducted by a personal meeting with five of the fathers, while two interviews took place over the phone with the two remaining fathers. During the interview’s themes such as parenthood, employment and livelihood, the role of a father, the role of a man, parental support and expectations on their partner and vice versa were introduced. The empirical data is analyzed through a content analysis method, where coding and thematization were used. The study used Raewyn Connell’s theory of different masculinities and George Herbert Mead’s symbolic interaction as theoretical starting points. These theories were used to understand which barriers men face from gender norms and how they handle them being shown through interaction with other people. These conditions can avert men from exercising their right to parental leave. The result shows that a destructive hegemonic masculinity can pose difficulties for men’s parenthood, while an encouraging hegemonic masculinity allows men to dare to defy ideals about them not being home with their children. With our informant’s narrative we were able to distinguish a loyalty towards their workplace which could be emblematized in Mead’s notion about the generalized other. The interaction with colleagues and other people can constitute a coercive work culture that prevents men's protection of their rights. The study highlights that even though the state has established reforms that promote equality, for example the gender-segregated parental days, masculinity ideals can prevent the state from reaching its goal.

This thesis investigates the everyday oppression of people with experiences of trauma and ‘mental illness’ through hegemonic discourses by psy-professionals within mental health care. The research is built around a case study of a narrative of a professional relationship between a social worker and a person experiencing mental distress. Using intersectionality as a theoretical and methodological framework it attempts to show how Madness is constructed as well as to identify how mechanisms of discrimination and oppression are interconnected simultaneously. Madness as a stand-alone category and at the same time an influence to gender, race and class. By applying narrative analysis and intersectionality systems of inequality can be made visible which need to be understood to bring about change and include any potential of meaning making processes by those affected through trauma or mental distress.

Eating meat is an increasingly problematic social practice. It has devastating environmental effects; itends and exploits animals’ lives and as a social practice it is also connected to other oppressive systems.In our culture, meat is symbolically tied to manhood and the ideological system of carnism that supportsanimal exploitation. This strong relationship between meat and masculinity becomes a problem for vegan men that wishes to advance animal welfare but are held back by masculine norms. Must masculinity be contested by vegan men in order to advance veganism? This research explores vegan men’s perception of masculinity and veganism through six in-depth interviews. The study uses thematic analysis and utilises Connell’s theory of hegemonic masculinity to explore these vegan men’s perception and relationship to masculinity in a vegan context. The study shows that vegan men disassociate themselves from what they perceive to be negative masculine traits. Instead, they endorse feminine traits such as humility andempathy leading to what they perceive to be a more mature identity. However, and as this study shows,masculinity is still much in focus. While asserting that men’s role in veganism is crucial to reach other men, they advance masculine traits such as rationalism, knowledge, argumentation and winning. Following the political theorist Wendy Brown, these traits are comprehended as adhering to a neoliberalist subject position that frames our contemporary political landscape. The study shows how hegemonic forms of masculinity may be reproduced through veganism by appeal and consensus with masculine norms.

Philosophiae Doctor - PhD / This study deals with the social interpretation of childhood diarrhea among the Xhosa speaking people of the Western Cape in South Africa. It highlights how in the Western Cape political consciousness and moralist discourses strongly influence relationships between different health care systems and the production of continuing conflicts around problems of health care delivery. It is argued that if meaningful relationships could be found between socially based health-seeking strategies and biomedical classifications of enteric and other diseases of women and children, they could facilitate the provision of more equitable, effective and widely acceptable health care. Furthermore, it compares the etiological explanations of childhood illness signs and symptoms of mothers and health practitioners of two kinds, i.e., professional nurses trained in biomedicine and indigenous African health practitioners (IHPs). The comparison focuses particularly on the interpretation of stool quality and associated symptoms. For stool quality the study refers to the color and texture of children's feces that mothers and health practitioners identify and associate with distinctive conditions of affliction. The study found these descriptive categories do not exhaust the variety of interpretations known to Nguni people in the area. There is variation, even ambiguity, in the interpretation of commonly understood illness categories and with respect to diarrheal illnesses, knowledge remains contested between mothers and professional nurses. Moreover, the availability of a wide range of therapeutic options m Khayelitsha diversifies the mother's causal explanations. It was found this diversity in causality and management of illnesses is manifested in the quality of children's stools, "green" feces in particular. Here too, different hues are not separable from the media in which they appear. Their interpretations draw on senses of value, ideas, social histories, different forms of power, systematic knowledge, and a great variety of other forms of significance that are embedded in the concrete domains of everyday life. In addition to the notion of isuntu,(that is humaneness) the study more importantly reveals that among Nguni of the Western Cape a tripartite relationship of umoya,(vital force) inyongo,(gallbladder) and ithongo (ancetral dream) is the dynamic philosophical component that describes Nguni experiences of health and illness. vi https://etd.

Gender and stereotypes in advertising is a critical discourse analysis aimed at studying how femininity and masculinity is portrayed in Gillette and Gillette Venus marketing on YouTube. Both brands have, after the #metoo campaign, opted to approach their marketing from different point of view since their previous advertising has been heavily criticized for endorsing negative gender stereotypes. The theoretical framework consists of commodity feminism, the male gaze, stereotyping and hegemonic masculinity. The material studied were three commercials taken from each brand’s YouTube channel since the change in marketing direction. The videos were posted in 2018-2019. The results show that although both brands have made a change in how they portray femininity and masculinity there are still sizeable differences in how women and men are approached as target groups.