Zugl.: Hamburg, Universiẗat, Diss., 2003.

Thesis (Ph. D.)--North Carolina State University, 2005. / Title from PDF t.p. (viewed on May 20, 2006). Includes vita. Includes bibliographical references (p. 193-199).

Thesis (Ph. D.)--Texas A & M University, 2004. / Title from PDF title page (viewed on Dec. 31, 2005). Includes bibliographical references (p. 167-179).

Thesis (doctoral)--Swinburne University of Technology, 2006. / Title from PDF title page (viewed on Nov. 30, 2006). Includes bibliographical references (p. 177-188).

Thesis (Ph. D.)--Deakin University, 2003. / Title from PDF title page (viewed on Dec. 15, 2005). Includes bibliographical references (leaves 202-225).

Thesis (MPhil (General Linguistics))--Stellenbosch University, 2008. / This thesis has been written in partial fulfillment of the requirements of a masters programme in intercultural communication. The study focuses on aspects of linguistic communication, specifically in media discourse, where “cultural boundaries” are determined by sexual difference and where much misunderstanding appears to be founded in different conceptions of homosexuality. I have investigated the theoretical frameworks within which discursive reflection on homosexuality can be studied from an interdisciplinary perspective. The research examines reports in a student newspaper that topicalise homosexuality; it also considers reports that are part of a discourse in which communication takes place between a heterosexual majority and a homosexual minority. Reports that were published across a period of five years were examined, in order to determine whether there has been any development in the discourse. This investigation of a particular kind of intercultural media discourse has been augmented by investigating attitudes towards the minority group by means of a questionnaire, designed by Kite and Deaux (1986: 137). This questionnaire was distributed among 240 students in an attempt to determine whether their reported attitudes coincide with those reported in the media. Despite the fact that homosexuality was removed from the Diagnostic and Statistical Manual of Mental Disorders (DSM) more than 30 years ago, reports of homophobic violence and attitudes in news media reveal that a significant percentage of the population still views homosexuality as an illness, a psychological disorder or as sin. The aim of this thesis was to examine the possible (re)enforcement of such homophobic ideologies in news media, as well as the possible (re)enforcement of increasingly tolerant ideologies, by making use of frameworks developed within Critical Discourse Analysis, by van Dijk (1998) and Gelber (2002). While the results of the media analysis indicate a growing acceptance of homosexuality, the survey results reveal that the majority of the heterosexual students surveyed still maintain homophobic attitudes. Furthermore, discrepancies in the survey results reveal the complex nature of such attitudes.

Une société hétéronormative reconnaît l’hétérosexualité, les sexes et les rôles de genre qui y sont traditionnellement associés comme seuls comportements socialement acceptables. En Martinique, ces rôles de genre sont incarnés par des personnages fictifs auxquels les individus se réfèrent dans leurs interactions. Cette fiction hétéronormative s’écrit autour de personnages légitimes qui respectent des normes assez contradictoires décrites par les études de genre aux Antilles (Réputation, Respectabilité, Matrifocalité) et elle se maintient grâce à la stigmatisation de personnages identifiés comme monstrueux. Dans un contexte où l’essentiel des îles indépendantes des Antilles conserve une législation coloniale hostile à l’homosexualité, le Makoumè est un personnage de sexe mâle au rôle de genre féminin et supposé homosexuel, qui définit en négatif le rôle de genre masculin. Dans un contexte judéo-chrétien et post-colonial, la Walpa structure les rôles de genre féminins en dessinant la limite de comportements incompatibles avec la Respectabilité. La recherche sur la marginalisation de ces personnages met en lumière les violences auxquelles sont exposées les personnes LGBTI en Martinique. Elle révèle aussi les souffrances causées par la stigmatisation du Makoumè et de la Walpa dans l’ensemble de la population, quelle que soit l’identité sexuelle des individus. Déconstruire les axiomes de l’hétéronormativité dans le cadre scolaire pourrait alors participer à la diminution des violences sexistes et homophobes générées par cette fiction. Cette hypothèse a été explorée dans le cadre d’une étude de terrain pionnière sur l’homophobie et le sexisme en milieu scolaire en Martinique. / A heteronormative society recognizes heterosexuality, gender and gender roles traditionally associated with it as the only socially acceptable behavior. In Martinique, these gender roles are embodied by fictional characters to which people refer in their interactions. This heteronormative fiction is written around legitimate characters who respect the quite contradictory norms described by the West Indies gender studies: Reputation, Respectability, Matrifocality. But it is maintained through the stigmatization of characters considered monstrous. In the context of the West Indies where most of the independent islands penalize homosexuality, Makoumè is a male character of feminine gender and supposed homosexual, which defines in negative the masculine gender. In a Judeo-Christian and post-colonial context, the Walpa structures feminine gender roles by drawing the limit of behaviors incompatible with Respectability. Research on the marginalization of these characters highlights the violence faced by LGBTI people in Martinique. It also reveals the suffering caused by the stigmatization of Makoumè and Walpa in the entire population, regardless of the sexual identity of individuals. Deconstructing the axioms of heteronormativity in the school system could then contribute to the reduction of the sexist and homophobic violence generated by this fiction. This hypothesis was explored in a pioneering field study on homophobia and sexism in schools in Martinique.

This study seeks to evaluate how aspects of religion, culture, political context, education and class, amongst others, impact on the manner with which Zimbabwe’s Bulawayo residents make sense of media messages which explore issues of homosexuality, as encountered in the soap opera Generations. This is against the backdrop of Zimbabwean legislation, such as the Sexual Deviancy Act, which criminalises homosexuality and the state victimisation of gays and lesbians in this country. The inclusion of homosexual liberties was rejected by all political parties and both public and private media in the recent drafting of a new rule of law. The legislation, including gay rights exclusion in the new constitution, and state action has perpetuated an impression that Zimbabwe is a deeply homophobic society. As a starting point the study examines the claims of the media imperialism thesis which supposes an all-consuming power of western media and next examines Straubhaar’s thesis of ‘cultural proximity’ which argues that there is often a preference for regional media, which is proximate to viewers’ local culture, language and identity. The study explores the prominence of South Africa as a regional media player and that proximate identities with some cultures in that country have played a role in drawing some Bulawayo viewers to South African television, as they feel slighted by Zimbabwean media. Utilising qualitative research methods, the study explores whether or not the representation of gay images on this South African soap opera provides viewers with opportunities for ‘symbolic distancing’. The concept highlights that when people have insight into lifestyles that are different from their own, they use that as a resource to critically analyse their own lives and cultural understandings. The study evaluates if Bulawayo viewers’ sentiments towards homosexuality has been challenged and changed through their interface with the soap opera, Generations.

This thesis is about life of homosexuals and repercussion on their mentality. It strives to compare results of my own research made in southern region and results available in professional literature. It is most of all about impact on individual's mentality. There are outlined basic information about this orientation including definition, cause, history and variants of homosexual life. I also deal with public attitude to homosexuality which undoubtedly has influence on individual's mentality. In last chapter, there is also mentions parency of homosexual couples. The goal of this thesis was to find out effect of homosexuality on individual's mentality. To achieve this goal, research questions were made. Asking method was used to collect data - depth interview. Gathered data were processed and compared with existing knowledge of this matter. Matches and disagreements between professional literature and my own research are highlited. This thesis can enrich existing knowledge of this matter and can be a resource for further research.

Submitted by Igor Matos (igoryure.rm@gmail.com) on 2017-02-06T14:47:02Z No. of bitstreams: 1 DISS_2015_Márcio Evaristo Beltrão.pdf: 1077915 bytes, checksum: 3b775a2437fedab73502a2c8a85a75f1 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-02-06T15:53:45Z (GMT) No. of bitstreams: 1 DISS_2015_Márcio Evaristo Beltrão.pdf: 1077915 bytes, checksum: 3b775a2437fedab73502a2c8a85a75f1 (MD5) / Made available in DSpace on 2017-02-06T15:53:45Z (GMT). No. of bitstreams: 1 DISS_2015_Márcio Evaristo Beltrão.pdf: 1077915 bytes, checksum: 3b775a2437fedab73502a2c8a85a75f1 (MD5) Previous issue date: 2015-09-25 / Neste trabalho, propõe-se a análise, por meio da categoria de significado representacional do discurso, de enunciados (discursos) proferidos por dois docentes da rede pública de ensino da cidade de Cocalinho-MT, acerca da homossexualidade dos/as alunos/as homossexuais da escola em que lecionam. Além disso, busca-se compreender em que medida a reflexão crítica, em cursos de formação contínua, contribui para a desestabilização de possíveis posicionamentos homofóbicos. Na perspectiva faircloughiana, a ideologia é compreendida como representações de aspectos do mundo que contribuem para estabelecer e manter relações de poder, dominação e exploração. A homofobia é considerada um fruto da ideologia heteronormativa de nossa sociedade, sendo legitimada e fortalecida por meio de práticas sociais opressoras. O/a docente da educação básica possui um importante papel social no processo de combate à homofobia; porém, observa-se que muitos/as professores/as possuem essa forma de preconceito internalizada (JUNQUEIRA, 2009). A pesquisa é qualitativa e se configura como um estudo de caso. Para coletar os dados, foram utilizados questionário, observação participante durante um curso de formação contínua sobre diversidades e entrevistas semiestruturadas. Como instrumento metodológico, são utilizadas a Análise Crítica do Discurso (FAIRCLOUGH, 2003a), por meio da categoria analítica interdiscursividade, e a Linguística Sistêmico-Funcional, de Halliday (1985, 1994), como suporte na análise de dados. Os resultados obtidos apontam que, apesar de não possuírem um posicionamento homofóbico, ambos os professores apresentaram traços ideológicos em seus enunciados que remetem a um discurso homofóbico, como a repressão sexual e a homossexualidade vista como doença. O curso sobre diversidades contribuiu para desestabilizar alguns posicionamentos desses dois professores. Dessa forma, observa-se a importância de cursos de formação para professores/as de escola pública, uma vez que permitem não apenas a reflexão sobre práticas discursivas com traços ideológicos hegemônicos, bem como sua problematização e desestabilização / This paper aims at analyzing utterances (discourses) from two teachers who work for the public system of education of Cocalinho- MT about homosexuality and from the homosexual students in the same school that they work, through the category of Representation Meaning of Discourses. Also, this study seeks to understand how critical reflection, in ongoing formation courses for teachers, contribute to the destabilization of possible homophobic positionings. In Fairclough's perspective, ideology is understood as representations of general aspects that contribute to the establishing and keeping of relationships of power, domination and exploration. Homophobia is considered a fruit of heteronormative ideology in our society and is legitimized and strengthened by the means of oppressive social practices. The teacher in basic education has an important role in the fight against homophobia, but, it is known that many teachers have this type of prejudice internalized (JUNQUEIRA, 2009). This research is qualitative and is a case study. To collect data, this study used questionnaires, participant observation during a course of ongoing formation about diversities and semi-structured interviews. As a methodological instrument, this study used Critical Discourse Analysis (FAIRCLOUGH, 2003a), through an analytical category, Interdiscursivity and Systemic Functional Linguistics by Halliday (1985, 1994) to support the data analysis. The results of this paper show that, although the teachers did not have a homophobic positioning, both teachers showed ideological traits in their utterances that refer to a homophobic discourse, one that views homophobia as sexual repression or as a disease. The course about diversities contributed to destabilize some of the positions these two teachers had. This way, it can be observed the importance of ongoing formation for teachers who work in the public school system, once these courses allow discursive practices with hegemonic ideological traits to be reflected upon, problematized and destabilized