La mixité scolaire n'implique pas l'égalité entre les sexes. elle pose la question du type de relation qu'une société entend promouvoir entre eux. en france, si l'école peut être perçue comme un facteur d'émancipation des femmes, de nombreuses études ont montré qu'elle demeurait également un instrument de reproduction des rapports sociaux de sexes traditionnels. il existe cependant des directives officielles de l'education nationale qui prescrivent aux enseignant-e-s d'oeuvrer pour l'égalité des sexes à l'école. il semble cependant que celles-ci ne soient appliquées que par une minorité. j'envisage dans ma recherche de m'intéresser aux enseignant-e-s du primaire qui prennent en compte cette dimension dans le travail mené dans leur classe et aux pratiques en faveur de l'égalité des sexes qu'ils-elles mettent en place. quelles sont ces pratiques ? leur action que l'on peut supposer innovante, puisqu'elle est minoritaire, pose certaines questions. s'agit-il de faire expérimenter l'égalité des sexes au quotidien dans une classe ou d'associer les élèves à une réflexion autour de cette question ou les deux ? peut-on enseigner l'égalité des sexes à l'école et comment ? quels sont les avantages et les limites d'un tel enseignement ? ces pratiques soulèvent en effet des problèmes éthiques et politiques importants car il s'agit d'un domaine socialement conflictuel qui fait appel à des représentations sociales ayant trait à l'identité de chacun /... / Although in France school can be seen as an important factor in women emancipation many studies have pointed out that it also remains an instrument enabling the social reproduction of traditional gender relations. Since the 80s the National Education official texts have encouraged teachers to work for the promotion of gender equality and to question the sex stereotypes. Since the 2000s they have also asked them to fight against homophobia. These texts define the term as the discrimination or the verbal and the physical violence against the homosexuals but also, through the questioning of sex stereotypes, against those who are suspected of being homosexuals. However these formal requirements seem not well known by teachers and remain therefore unapplied. They nevertheless offer a formal framework and clearly-defined regulatory environment for people wishing to put into practice a non-sexist and/or a non-heterosexist pedagogy based on equal treatment of children regardless of their gender and on the refusal to link gender with predetermined social roles. This work focuses on these innovative practices and aims to strengthen the understanding of the specific work of these teachers and the new issues it raises. This research focuses precisely on the teachers who are intending to take up these issues and these practices in the context of primary school which includes in France the nursery school and the elementary school. On the basis of twenty non-directive interviews we try to better understand the specificity of these teachers's work and the representation they have of it. We also analyze the possibility and the characteristics of an education for gender and sexualities equality at the first education levels and the tensions that it can generate in the exercise of the teaching profession.

This study explored and highlighted the experiences of trained Marriage and Family Therapists of Afro-Caribbean descent in working with persons who identify as Lesbian, Gay, Bisexual, Transgender or Questioning (LGBTQ). The researcher utilized collected data to help to advance our understanding on the potential impact of the cultural experiences and how they may or may not contribute to institutionalized homophobia within the Caribbean, by Mental Health professionals, specifically Marriage and Family Therapists. The researcher conducted semi-structured interviews with 3 practicing Marriage and Family Therapists (MFTs) with strong Caribbean upbringing, values, and influences. For the purpose of this study, strong has been defined as having being born and/or raised in the Caribbean. This qualitative study employed the use of Interpretative Phenomenological Analysis (IPA) to aid in making sense of the data that was collected. Data gathered from the interviews of three participants revealed two prominent superordinate themes: “Homophobia” and “Evolving Views” with emerging subthemes that explored culture, religion, “checking yourself at the door” and connecting with persons who identify as LGBTQ. The findings from the study helped to add to the limited research available on the lived experiences of Marriage and Family Therapists of Afro-Caribbean descent and their work with persons who identify as Lesbian, Gay, Bisexual, Transgender or Questioning (LGBTQ).

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[pt] Nesta dissertação, tenho por objetivo analisar, refletir e gerar entendimentos acerca das vivências de pessoas LGBTQIA+, sublinhando suas experiências em ambientes institucionais como: escola, família e igreja. A partir da Análise de Narrativas (Linde, 1993; Moita Lopes, 2001; Bastos, 2005; Bamberg, 2006; Georgakopoulou, 2006; Bastos; Biar, 2015; Biar; Orton; Bastos, 2021) irei direcionar o meu olhar para as possíveis situações de micro violências e estigmatização vividas por indivíduos por conta de suas orientações sexuais; observando, na construção narrativa, como isto afeta e/ou afetou suas trajetórias e identidades. Esta pesquisa está situada no campo da Linguística Aplicada Contemporânea (Moita Lopes et al., 2006; 2013), com interfaces com a Linguística Queer (Borba, 2014; 2015; 2019), a qual entende que o uso da linguagem está relacionado às práticas sociais e a como construímos e entendemos quem somos e a nossa sexualidade. Além disso, também recorro à Teoria Queer (Butler, 2003 [1990], Foucault, 2020 [1976]; Sedgwick, 1985; 2007 [1990]; Milani; Woff, 2015; Miskolci, 2020; Louro, 2007; 2020). O paradigma qualitativo (Denzin; Lincoln, 2006) orienta a metodologia do estudo, o qual será desenvolvido a partir dos dados gerados em entrevistas conversacionais (Mishler, 1986) realizadas com pessoas da comunidade LGBTQIA+. Ao final desta pesquisa, algumas das possíveis reflexões geradas nos levam a entender como as práticas homofóbicas são normalizadas nos discursos como forma de brincadeira e regulamentação dos corpos, gerando desconforto e até mesmo um sentimento de solidão em especial por conta da falta de amparo em ambientes institucionais. / [en] In this dissertation, I aim to analyze, reflect and generate understanding about the experiences of LGBTQIA+ people, emphasizing their experiences in institutional environments such as school, family, and church. Based on Narrative Analysis (Linde, 1993; Moita Lopes, 2001; Bastos, 2005; Bamberg, 2006; Georgakopoulou, 2006; Bastos; Biar, 2015; Biar; Orton; Bastos, 2021) I will direct my gaze to the possible situations of micro-violence and stigmatization experienced by individuals because of their sexual orientations; observing, in the narrative construction, how this affects and/or affected their trajectories and identities. This research is situated in the field of Contemporary Applied Linguistics (Moita Lopes et al., 2006; 2013), with interfaces with Queer Linguistics (Borba, 2014; 2015; 2019), which understands that the use of language is related to social practices and how we construct and understand who we are and our sexuality. In addition, I also draw on Queer Theory ((Butler, 2003 [1990], Foucault, 2020 [1976]; Sedgwick, 1985; 2007 [1990]; Milani; Woff, 2015; Miskolci, 2020; Louro, 2007; 2020; Miskolci, 2020;). The qualitative paradigm (Denzin; Lincoln, 2006) guides the study s methodology, which will be developed from the data generated in conversational interviews (Mishler, 1986) conducted with people from the LGBTQIA+ community. At the end of this research, some possible reflections lead us to understand how homophobic practices are normalized in discourses as a form of jokes and regulation of bodies, generating discomfort and even a feeling of loneliness, mainly because of the lack of support in institutional environments.

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Die Arbeit setzt sich mit Abwertungsmechanismen und Ressentiments auseinander. Es wird ausgeführt, was unter Vorurteilen zu verstehen ist und welche sozialpsychologischen Prozesse damit einhergehen. Weiterhin wurden exemplarisch zehn verschiedene Vorurteilsformen vorgestellt sowie das Konzept Gruppenbezogene Menschenfeindlichkeit erläutert, wonach der Kern einer ‘Ideologie der Ungleichwertigkeit‘ als allgemeine Charakteristika ursächlich hinter allen Ressentiments steht. Ein starker Fokus wurde in dieser Arbeit auf eine Erforschung möglicher Ursachen von Vorurteilen gelegt. Neben einer Reihe von Theorien über den Einfluss soziodemographischer Charakteristika, wurden die Konzepte der Relativen Deprivation, des Autoritarismus und der Anomia ausführlich behandelt. Die empirischen Auswertungen belegen, dass Autoritarismus als zentrale erklärende Variable für das Vertreten von Vorurteilen zu verstehen ist. Zusammenfassend kann ausgeführt werden, dass Menschen mit geringem Bildungsgrad und Personen, die in Ostdeutschland leben, besonders stark dazu neigen autoritäre Einstellungen zu vertreten, was nahezu deterministisch mit der Abwertung von schwachen Gruppen einhergeht.:1. Einleitung 2. Das Problem 3. Theorie 3.1. Stereotype 3.2. Vorurteile 3.2.1. Offene und subtile Vorurteile 3.2.2. Ausprägungen von Vorurteilen 3.2.3. Gruppenbezogene Menschenfeindlichkeit 3.3. Sozialpsychologische Erklärungsmodelle von Vorurteilen 3.3.1. Theorie der sozialen Identität 3.3.2. Theorie der Selbstkategorisierung 3.3.3. Terror Management Theorie 3.3.4. Autoritarismus 3.3.5. Anomia 3.3.6. Relative Deprivation 3.4. Sozialstrukturelle Erklärungsmodelle von Vorurteilen 3.4.1. Bildung 3.4.2. Urban-Peripherie-Differenz 3.4.3. Geschlecht 3.4.4. Ost-West-Differenz 3.4.5. Alter 3.5. Bielefelder Desintegrationsansatz 4. Hypothesenbildung 5. Methodische Vorbemerkungen 5.1. Daten 5.2. Gewichtung 5.3. Operationalisierung 5.3.1. Vorurteilsformen 5.3.2. Hypothetische Konstrukte als Einflussfaktoren 5.3.3. Soziodemographie 5.4. Methodenkritik 5.5. Exkurs Strukturgleichungsmodelle 6. Empirische Auswertung 6.1. Thesenkomplex 1: Welche gesellschaftlichen Gruppen vertreten Vorurteile besonders explizit? 6.2. Thesenkomplex 2: Lässt sich das Syndrom Gruppenbezogene Menschenfeindlichkeit empirisch belegen? 6.3. Thesenkomplex 3: Welche Determinanten beeinflussen die Ausprägung von Vorurteilen? 7. Zusammenfassung 8. Diskussion Literaturverzeichnis Anhang

Ishockeyn har traditionellt sett varit en sport där kulturen kretsat kring manliga normer och värderingar vilket i många fall har lett till bland annat en nedvärderande kvinnosyn och homofobi. Studiens syfte var att undersöka hockeytränares upplevelser och erfarenheter av machokulturens påverkan på ishockey som fostrande miljö med fokus på hur de anser att de bör arbeta för att inte reproducera machokulturen. Datainsamlingen genomfördes med hjälp av sex semi-strukturerade intervjuer med professionella ungdoms- och juniortränare från Sveriges högsta samt näst högsta liga (SHL och Hockeyallsvenskan). Resultaten visar att tränarna upplever att det skett en förändring och att machokulturen inte är lika påtaglig som tidigare, att hockeyns rykte om att vara macho är förlegad och att kulturen inte är värre än i andra idrotter. I arbetet mot denna kultur anser tränarna att det viktigaste de kan göra i sin roll är att ha en nära relation till sina spelare för att skapa en trygg miljö där individer vågar visa sig sårbara. Vidare anser tränarna att det är viktigt att de själva är förebilder i detta och att det finns en tydlig kommunikation gällande regler och värderingar och vilka konsekvenser det får om dessa bryts. / Ice hockey has traditionally been a sport where the culture revolves around male norms and values, which in many cases has led to, among other things, derogatory views of women and homophobia. The purpose of the study was to investigate hockey coaches' experiences and perception of the macho culture's impact on ice hockey as a nurturing environment with a focus on how they believe they should work in order not to reproduce the macho culture. The data collection was carried out with the help of six semi-structured interviews with professional youth and junior coaches from the top two leagues in Sweden (SHL and Hockeyallsvenskan). The results show that the coaches feel that there has been a change and that the macho culture is not as evident as before, that hockey's reputation of being macho is outdated and that the culture is no worse than in other sports. In working against the macho culture, the coaches believe that the most important thing they can do is to have a close relationship with their players to create a secure environment where individuals dare to show vulnerability and that the coaches themselves are role models in this regard. The coaches also believe that it is important to have clear communication regarding rules and values and the consequences if these are broken.

This study aims to explore gender norms within the romance genre when they are no longer applied on a romantic relationship between a man and a woman. Through a close reading of the novel Power Plays & Straight A’s by Eden Finley and Saxon James, the study examines the main characters, Foster Grant and Zach Sawyer, to observe how they fit into the roles of a traditional romance hero and heroine. The main source for this observation comes from Janice Radway’s study Reading the Romance: Women, Patriarchy, and Popular Literature (1991) which exemplifies the differences between the genders with the use of contrasting traits. The characters are also analysed in a societal context to observe how they abide by traditional masculinity and how their sexuality plays a part in it. There is also an overview of the novel through the perspective of both a traditional romance as well as a queer romance novel, in which terms like escapism, happy endings and coming outs are explored. Finally, there is a section specifically focused on desire and how it has changed within the genre, which is applied because the novel in question is an erotic novel as well as a romance novel. The conclusion showcases how the characters cannot be assigned to a typical female nor male role, as they both possess the traits traditionally assigned to both genders. As for their role in society, traditional masculinity is questioned, seeing as the character of Foster specifically embodies the rules of masculinity through his athletic pursuits and place within the jock culture – but would still get shunned because of his bisexuality. Furthermore, the novel possesses several traits of a traditional romance novel, most importantly the happy ending, while also including typical queer romance traits – such as a coming out scene. Desire also takes a prominent role since both main characters have an equal craving for the other. The overall conclusion of this study showcases the changing tides of the romance genre and how, despite its formulaic layout, it doesn’t render the ability for change of a genre that once seemed predictable. / Denna uppsats utforskar könsnormer i romancegenren när det inte längre tillämpas på en romantisk relation mellan en man och en kvinna. Genom en närläsning av romanen Power Plays & Straight A’s av Eden Finley och Saxon James, undersöker studien huvudkaraktärerna, Foster Grant och Zach Sawyer, för att observera hur de passar in i rollen som hjälte och hjältinna utifrån en traditionell romance-roman. Den primära forskning som uppsatsen bygger på är Janice Radways studie Reading the Romance: Women, Patriarchy, and Popular Literature (1991) som exemplifierar skillnaderna mellan könen med användning av motsatta egenskaper. Karaktärerna analyseras också i ett samhälleligt sammanhang för att observera hur de förhåller sig till traditionell maskulinitet och den påverkan som karaktärernas sexualitet har i förhållande till den maskulina kulturen. I uppsatsen görs även en översiktlig studie av romanen genom perspektivet av både en traditionell romance och en queer romance, där jag utforskar begrepp som eskapism, lyckliga slut och att komma ut. Slutligen finns det ett avsnitt som fokuserar på begär och hur det har förändrats inom genren, vilket tillämpas eftersom romanen i fråga är en erotisk roman såväl som en romance-roman. Slutsatsen visar hur karaktärerna inte kan tilldelas en typisk kvinnlig eller manlig roll, eftersom de båda har egenskaper som traditionellt tilldelas båda könen. När det gäller deras roll i samhället ifrågasätts traditionell maskulinitet, eftersom karaktären av Foster specifikt förkroppsligar maskulinitetens regler genom hans plats inom sportkulturen - men ändå skulle bli avvisad från machokulturen på grund av sin bisexualitet. Romanen innehåller flera drag av en traditionell romance-roman, viktigast av allt det lyckliga slutet, samtidigt som den innehåller typiska queerromance drag – som en komma ut-scen. Begär tar också en framträdande roll eftersom båda huvudkaraktärerna likgiltigt får sukta efter den andre. Den övergripande slutsatsen av den här studien visar romancegenrens föränderliga tidvatten och hur den, trots dess typiska formler, inte hindrar möjligheten till förändring av en genre som en gång framstått som förutsägbar.