Esta dissertação reflete sobre o papel desempenhado pela comunicação social, e pelo jornalismo em particular, nas relações de poder e nas desigualdades que se fundam na cultura, principalmente no que se refere às relações de gênero e sexualidade. Para tanto, foi desenvolvida com o objetivo de analisar as concepções de gênero dos jornalistas percebendo se e de que maneira elas atravessam a produção de notícias e contribuem na reprodução, manutenção, re-significação ou transformação de padrões de desigualdade, e se expressam a existência da heteronormatividade no jornalismo. Desenvolveu-se amparada nas teorias construcionistas do jornalismo, nos estudos culturais, estudos feministas pós-estruturalistas e nos estudos queer. Inspirada no método etnográfico, com uso da técnica da observação participante, a investigação se deu no acompanhamento da produção de notícias, durante onze semanas, junto a um grupo de jornalistas partícipes de um dos programas jornalísticos da RBS TV, na cidade de Porto Alegre/RS. Acompanhando o cotidiano dos jornalistas com foco nas rotinas produtivas das notícias e nas relações entre os profissionais, o jornalismo se desvelou constituído de gênero. Não apenas porque seus operadores são sujeitos que possuem gênero e concepções de gênero. Fundamentalmente porque demonstrou que as convenções de gênero são pervasivas dos valores culturais e visões de mundo, presentes na subjetividade dos jornalistas, e como tal incidem nas estruturas organizacionais e hierárquicas da empresa e nas próprias notícias, bem como nos modos como o jornalismo está relacionado à reprodução de saberes selecionados por serem reconhecidos como podendo ou devendo dar lugar àquilo que uma sociedade considera digno de ser conhecido (LOURO, 1997). / This dissertation reflects upon the role performed by social communication, particularly journalism, in power relations and inequality based in culture, mainly with regard to relations of gender and sexuality. For that, this paper was developed aiming the analysis of journalists’ conceptions of gender, realizing if and in what way they cross the production of news and contribute to the reproduction, maintenance, re-significance or alteration of inequity patterns, and if they express the existence of heteronormativity in journalism. The research was based on journalism’s constructivism theories, on cultural studies, post-structuralism feminist studies and queer studies. Inspired in the ethnographic method, using participant observation techniques, the investigation took place while accompanying the production of news during eleven weeks alongside a group of journalists that are part of one of RBS TV’s news programs in Porto Alegre/RS. Observing the journalists’ quotidian with focus on the productive routines of news and the relationship between professionals, journalism showed itself to be constituted of gender. Not only because its operators are subjects possessed of gender and conceptions of gender, but essentially because it was demonstrated that gender conventions are pervasive of cultural values present in the subjectivity of journalists and, as such, incur in organizational and hierarchic structures of the company and in news itself as well as in modes in which journalism is related to the reproduction of knowledge selected for being recognized as being able or having to give place to what society considers worth knowing (LOURO, 1997).

This thesis explores the relationship between sexual orientation and gender identity (SOGI) and career progression (CP) by applying a performative, post-structuralist, and queer theory influenced approach to career theory. It analyses how, that is to say in what ways and by what means, homosexual and transgender difference is produced through the processes associated with CP. It is based on 36 interviews with individuals of diverse ages and occupations who identify as Lesbian, Gay, Bisexual or Transgender (LGBT) and are based in the south-west of England. Hitherto career theory has based its understanding of CP on individual differences and/or category based explanations. The contribution of this thesis comes from using an anti-categorical understanding of difference to show how SOGI and CP are interacting disciplinary regimes. SOGI not only affects CP through assumptions about capability and suitability, but difference is constituted through CP – as the associated acts and interactions shape the way we think of ourselves, our possibilities, our becoming. Responsibility for achieving SOGI and CP is devolved to the individual, who is then often forced to prioritise one or the other. The findings show some shared patterns (which are argued to be based on situational, performative, embodied experiences not identity categories), such as minimising or compensating for difference, femininity as a locus for limiting discourse and self-employment as a mode of exclusion. Trajectories, choices and aspirations are affected, though not necessarily disadvantageously, leading to the conceptualisation of careers as queered by homosexual and transgender difference. This research contributes by arguing that rather than consider CP in terms of category based ceilings, CP and the production of difference can be understood as multiplicitous, emergent, and co-productive processes. This thesis forms a timely contribution to understanding LGBT experience during a period of intense change in social recognition, which includes discourses of normalisation, by suggesting that we still need to recognise the often subtle internal and external reiterations of heteronormative discourse that produce difference.

My intention with this essay is to analyze how lesbianism is described in Swedish youth literature. I have done a queer reading of three books written in the 2000’s to find out if lesbian love is described as a problem, and if it isn’t: what it causing problems in the novels? When reading the novels I have also observed how the environment and the characters themselves perceive lesbian identity. The novels I have chosen are Det händer nu by Sofia Nordin (2010), Som eld by Sara Lövestam (2015) and Du och jag, Marie Curie by Annika Ruth Persson (2003). To apply queer theory I have used several concepts, such as heteronormativity, coming out, shame and internalized homophobia, when analyzing the texts. The conclusion of my analysis is that one of the novels describes the lesbian love itself as a problem, while the other two are wider in their descriptions. Some characters are comfortable in their lesbian identity, while some are struggling with shame and coming out-issues. My final conclusion is that it is heteronormativity that is causing problems in the novels, not lesbianism.

Purpose: The present thesis aims to gain an insight into pre-school teachers’ perceptions of the relevance of using illustrated books that include representations of same-gender families/relationships and address issues of gender expression that do not follow the normative gender categories in the classroom. The thesis was conducted within the interdisciplinary field of child studies, drawing from a social constructivist viewpoint and having queer theory as a point of departure. Methods: A small-scale, qualitative study was designed, which included semi-structured interviews with pre-school teachers who educate four to six years old children in Greece. Five participants were interviewed, and the interviews were analysed with the use of thematic analysis. The questions asked in the interviews were oriented around the teachers’ reflections on the use of a mentioned book in their classrooms, upon possibilities or difficulties in relation to the use of this kind of literature and finally, their ideas about children, gender and sexuality. Results: The pre-school teachers did not discuss the implementation of pedagogical practices that are driven by interrupting heteronormativity, neither positively nor negatively. They did discuss an unwillingness to address topics about sexual minorities or gender non-conformity within their classrooms, because of the following difficulties: unreadiness, children’s insensibility towards sexual minority topics, societal normative values. Finally, they discussed gender understood as synonymous to sex and through the binary of male and female. Conclusions: The findings of the thesis support the ongoing silencing of some forms of sexuality or gender-related topics in early childhood education. Furthermore, they provide an insight into the difficulties pre-school educators come across when they face the dilemma of addressing topics that challenge heteronormativity. Moreover, the results of the study problematise dominant discourses about children, gender and sexuality. Consequently, this study presents in-depth qualitative knowledge of a small group of pre-school teachers and motivates further research on gender education that Greek children receive.

This essay aims to analyze how The Long Way to a Small Angry Planet (2014) by Becky Chambers differs from a majority of science fiction novels regarding its depiction of gender and love. The theoretical approach used is gender studies and heteronormativity, with a focus on Judith Butler’s heterosexual matrix, and Dorthe Staunes’ definition of intersectionality. The findings of this essay show that this novel deviates from the status quo of having a white, heterosexual male as the protagonist and instead employs a primarily non-white, multi-species crew as its main characters. Characters with disabilities are given the right to exist in their own right, instead of existing as individuals who need to be cured through technology. The notion of love is also depicted in a nuanced way, where romance does not have to be an important factor in order to have a fulfilling relationship. In regard to gender, Lovey’s forming of her gender identity, with her being an AI, sets this novel apart from the majority of science fiction novels. There are aspects in this novel that still adhere to the heterosexual matrix but the aspects that veer away from this, such as the Aandrisks’ family structures, deviate in such a way that it sets The Long Way to a Small Angry Planet apart from a number of other contemporary science fiction works.

This thesis investigated the discursive production of heteronormativity in the historical and present day contexts of early childhood education in Aotearoa New Zealand. A Foucauldian genealogical investigation of early childhood policy and documents revealed how heteronormative discourses shaped understandings in early childhood education in the twentieth century. Then a study of practices as accounted for and produced in focus group interviews showed how heteronormative discourses were confirmed and resisted in the present day. The thesis argues that the locus of heteronormativity in early childhood education centres on constructions of the family, of genders and of sexualities. It sought to investigate whether heteronormative discourses were shaping practices in early childhood education, and if so how. Following the writing of a genealogy of heteronormativity in early childhood education, the fieldwork of the study entailed three rounds of focus group interviews with queer teacher, queer ally and teacher educator participants. Discussions in the interviews were provoked by dilemmas of heterosexism, homophobia and heteronormativity in early childhood settings. Participants were asked to talk about what they thought was occurring in the dilemmas and they were also asked to share examples of practices from their own professional lives where same-sex sexualities had been troubled or affirmed. The texts produced from the focus group interviews were read the same way as the historical and policy and documents. Foucault's discourse analysis combined with questions from Davies' (1994) study of teaching practices, and queer theory provided a theoretical framework through which I was able to explore relations between constructions of genders, families, and sexualities; concepts of insiders and outsiders; and notions of power. A queer turn in the project enlarged the focus of the study to investigate how heteronormative discourse might have been shaping the research interviews too. A discourse of silence along with a discourse of risk was interpreted as contributing to heteronormativity in this work. A strategy designed to assist teachers to interrupt heteronormativity was explored. It allowed teachers to bring together ideas and concepts that would constitute families and parents in ways inclusive of and broader to the (hetero)norm. In the study, teachers, children and parents were shown to draw on (hetero)normalising discourses in their interactions with each other in early childhood education. Such activity limited opportunities for valid alternative options to heterosexuality to be known. This meant that heterosexuality was repeatedly constituted as dominant and normative, thus supporting heteronormativity. Constructions of genders, families and sexualities in the study were regularly shaped by traditional and essentialising discourses that positioned heterosexual sexuality as normal and non-heterosexual sexualities as not. These in combination with other discourses, such as a discourse of developmentalism, provided few opportunities for non-heterosexual sexualities to be recognised, valued and included in early childhood education. The extent to which socially just and inclusive policy aims in early childhood education might therefore be met in practice, could be seriously questioned. However, examples of practices that worked to expand opportunities for the recognition of diverse families and sexualities in early childhood education were also documented. These provided evidence that some teachers, parents and children in some circumstances can and do access and use discourses of social justice, family and sexual diversity, inclusion and human rights. Sustained access to these was not documented, in fact, discourses of social justice, family and sexual diversity, and inclusion were often immediately countered by limiting and (hetero)normalising responses. The thesis concludes with suggestions as to how such processes might be explored and challenged so that more teachers, more children, more families can enjoy recognition and welcome in early childhood education settings designed to include.

<p>This essay examines expressions of power and resistance, in relation to gender and sexuality, in Karin Boye´s novel Kallocain. I read the novel´s theme of resistance on a level of sexuality. Because differing sexualities and genderpractises are often hidden within the heteronormative mechanisms of oppression, I focus my reading on the meaning of the room and the eye. With theories of Michel Foucault and queer theories, I show how the novel´s rooms in both a material and an immaterial way demarcate based on heteronoramative structures. Further I use the theoretical tools of Foucault and show how looks become the gatekeepers of normativity. I investigate how Judith Butler’s theory on how gender is performatively constructed take shape in the novel and how there can be queer leakage, for example in the potentially homoerotic relation between the two main male characters. I will argue that the heteronormative novelworld of Kallocain contains an emancipating potential in the rooms for resistance created both through the spirit of community in the “fools community” and in other relations, foremost the one between the main male character and the female who is married to him.</p>

<p>Many reports infer that questions of HBT and homophobia are either poorly addressed or not addressed at all in schools today. This study is based on interviews with teachers of students aged 13 to 15. It is an inquiry to the teacher's thoughts about, knowledge of, and sense of responsibility to inform students of the subjects 'Queer', 'HBT', and 'Homophobia'. Who is responsible for educating the students regarding these subjects and what do teachers think about including these subjects in their curriculum? How do the teachers describe their knowledge of the subjects? Do they require further knowledge themselves in order to educate others in a proper way? The study is grounded in queer theories. This study shows that teachers do have some knowledge and are interested in teaching the subjects. Unfortunately the subject matter presently lacks support and status in schools and as a result is left behind.</p>

<p>The aim of this essay is to investigate how the author JT LeRoy (a. i. Laura Albert) questions and broadens the concept of authenticity in literature and authorship. My study is based on LeRoy’s novel Sarah [2000] and the collection of short stories The heart is deceitful above all things [2001], as well as articles written about the construction of Laura Albert’s alter ego JT LeRoy. I look for norms and boundaries in connection with authentic authors, identities, sex, gender and love. My method is that of a thematic analysis focusing on names, parenthood, religious beliefs and sub cultural norms and resistance. I am inspired by Michel Foucault’s thoughts on discourse, power and sexuality. My results are presented in a dialogue with previous readings and queer theory, foremost represented by Judith Butler. My general conclusion is that the literary texts, as well as the author represent a queer perspective, and that they therefore – in a heteronormative world view – are considered neither normal nor authentic.</p>

<p>I denna uppsats har de fyra skönlitterära titlarna <em>Kort kjol</em>, <em>Hey Dolly</em>, <em>Den osynlige</em> och <em>Låt den rätte komma in</em> analyserats. Dessa används i svenskundervisning på grundskolans senare år och på gymnasiet. Som teoretisk referenspunkt har genus- och queerteoretiska perspektiv använts. Detta för att få syn på hur den heteronormativa genusordningen framställs och eventuellt problematiseras. Heteronormativiteten ses således som avgörande för karaktärernas skapande av genus. Avstamp tas i kursplanerna då skönlitteraturen, enligt dessa, är av avgörande betydelse för elevernas skapande av identitet. Uppsatsen har en litteratursociologisk ansats för att belysa relationen mellan skönlitteratur och samhälle. Metoden är kvalitativ textanalys och boksamtal.</p><p>Resultatet av analyserna visar att den heteronormativa genusordningen till stor del reproduceras i de fyra titlarna även om den i två av dessa titlar är mycket mindre påtaglig. Det finns i samtliga titlar karaktärer som mer eller mindre utmanar den heteronormativa genusordningen. Det är dock i de två titlarna, <em>Låt den rätte komma in</em> och <em>Hey Dolly</em>, som vi får möta de stora normbrytarna. Dessa karaktärer utmanar och problematiserar den heteronormativa genusordningen både genom hur de framställs och genom deras förhållande till andra. Uppsatsen synliggör således vilka "förebilder" och vilken samhällsnormer som råder i de analyserade böckerna. Alltså de "förebilder" och samhällsnormer som eleverna som läser dessa böcker får möta.</p> / <p>The aim of this paper is to analyse how normative heterosexuality works in the creation of gender in four fiction titles used in the school subject Swedish. A gender and a queer perspective are used when analyzing the characters in the texts. According to queer theory, heteronormativity plays a decisive role in the creation of gender. The syllabus of the subject Swedish serve as the starting point as they proclaim that literature has a decisive influence on pupil's creation of identity.</p><p>The results of the analyses showed that the heteronormative gender structure exists and works in the books. But the result also shows that there are several characters that challenge the structure by breaking social norms and thereby creates possible gender positions.</p>