This thesis examines how queer identities are represented through characters in The Adventure Zone, a popular Dungeons and Dragons, fantasy comedy podcast that features unique fan contributions and deep involvement from the creators. Drawing on queer theory and theories of stereotypes and language, audience participation, and transmediation, this thesis argues that The Adventure Zone’s portrayal of queer identities both challenges dominant norms and stereotypes while also being shaped by them, and that listening to the podcast can create opportunities to discuss queer identities, LGBTQIA+ questions and the relationships between author and fans online in the Swedish EFL classroom. The findings indicate that the podcast tries to avoid but still falls into some stereotypical ideas even though it welcomes fan inclusion and representation. The character Taako is also found to be a good subject for discussions with students in terms of negotiating ideas of queerness and identity formation in accordance with the school’s democratic mission of inclusivity and sexuality, consent and relationships outlined in the new curriculum.

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Unga transpersoner är en växande elevgrupp vilket gör att allt fler sånglärare möter elever som identifierar sig som transpersoner i sin undervisning. En persons röst är nära sammankopplad med den personliga identiteten men det finns väldigt lite forskning om transpersoner i sångsammanhang. Denna studie som bygger på tre samtal i en fokusgrupp bestående av fyra transpersoner i gymnasieålder har genomförts i syfte att undersöka deras erfarenheter av röst, sång och sångundervisning. Studiens deltagare lyfter fram positiva erfarenheter från sångsammanhang där de mött medvetna lärare med erfarenhet av att undervisa transpersoner. Trots lärarnas normkritiska blick och medvetenhet om bland annat språkbruk kan tradition som förstärker könsnormer ibland leva kvar och leda till att studiens informanter inte känner sig inkluderade. Vidare beskriver de hur fysiska förutsättningar sätter stark prägel på deras erfarenheter av röst och sång, där rösten antingen förstärker könsidentiteten och leder till positiva erfarenheter eller blir ett hinder för dem att uttrycka sig som de vill och leva i enlighet med sin identitet. Individuella anpassningar i dialog med transelever är ett viktigt led i att skapa inkluderande sångsammanhang eftersom varje person är unik och det därför inte finns några entydiga svar och lösningar som passar alla. / Young transgender people are a growing group of students, which means that more and more singing teachers meet students who identify as transgender in their classes. A person's voice is closely connected to personal identity, but there is very little research on transgender people in the context of singing. This study, which is based on three conversations in a focus group consisting of four trans students in high school, has been conducted with the aim of investigating their experiences of voice, singing, and singing education. The study's participants highlight positive experiences from singing contexts where they have met conscious teachers with experience in teaching transgender students. Despite the teachers' norm-critical view and awareness of, among other things, language use, tradition that reinforces gender norms can sometimes still be present and lead to transgender students not feeling included. Furthermore, they describe how physical conditions strongly influence their experiences of voice and singing, where the voice either reinforces gender identity and leads to positive experiences or becomes an obstacle for them to express themselves as they want and live in accordance with their identity. Individual adaptations in dialogue with trans students are an important step in creating inclusive singing contexts since each person is unique and therefore there are no clear answers and solutions that fit everyone.

Ce mémoire vise à explorer la situation de l’homosexualité sous la République de Weimar à travers la perspective de Christopher Isherwood. Durant ses séjours à travers l’Allemagne de Weimar, Isherwood à retranscrit et fictionnalisé un nombre important d’évènements et d’expériences qu’il a vécus. De cela découle une interprétation d’événements et d’émotions que je qualifie dans ce mémoire de traduction d’expérience. Cette expérience offre une perspective sur diverses problématiques liées à l’homosexualité dans la République de Weimar et présente la particularité d’être présentée d’un point de vue que s’affranchit de l’exigence de la vérité au profit du ressenti de l’auteur face à l’exactitude d’un évènement. Les œuvres de Christopher Isherwood telles que Goodbye to Berlin, Mr. Norris Changes Train, ou bien son mémoire Christopher And His Kind manipulent et interrogent divers discours sur la prostitution masculine, la dynamique des relations homosexuelles de l’époque, la relation entre le langage et la notion de « vérité », ainsi que la romantisation de la République de Weimar à travers les récits et les arts. / This memoir explores the state of homosexuality in the Weimar Republic from Christopher Isherwood’s perspective. During his stays throughout Weimar Germany, Isherwood transcribed and fictionalized a critical number of events and experiences he had. From this comes an interpretation of events and emotions, which I qualify in this memoir as a translation of experience. This experience offers a perspective on numerous questions linked to homosexuality in the Weimar Republic and has the particularity of being presented from a point of view which frees itself from the concept of truth, and benefits the emotions of the author instead of the accuracy of an event, Christopher Isherwood’s work like Goodbye to Berlin, Mr. Norris Changes Train, or his memoir Christopher And His Kind open many discourses on male prostitution, the dynamic in homosexual relationships of the era, the link between language and the notion of “truth,” and the romanticization of the Weimar Republic through stories and the arts. I decided to explore these topics through three respective chapters.

Ce mémoire vise à comprendre le développement identitaire des personnes Noires LGBTQ+ dans le contexte québécois. Cette population vit plusieurs formes de marginalisation structurelle et interpersonnelle en raison à leur positionnement social intersectionnel, ce qui peut avoir des impacts nocifs sur leur capacité de s’affirmer. En se basant sur l’analyse interprétative phénoménologique en tant que cadre théorique et méthodologique, six personnes Noires et LGBTQ+ résidant au Québec ont été convoquées à des entrevues individuelles semi-structurées virtuelles d’une durée d’entre 90 et 120 minutes. Elles ont été recrutées par le biais des affiches de recherche diffusées sur les réseaux sociaux (Facebook, Twitter, Instagram), ainsi qu’aux organismes communautaires œuvrant auprès des populations Noires et LGBTQ+ au Québec. Elles ont explicité les contraintes au développement d’une identité cohérente ainsi que les facteurs ayant contribué à leur capacité de s’affirmer en tant que personnes Noires LGBTQ+ au Québec. Leurs réponses éclaircissent les facteurs clés qui ont un impact sur leur capacité d’affirmer pleinement leurs identités, autant positif que négatif. On découvre que le cloisonnement de leurs identités leur est imposé socialement et qu’un soutien intersectionnel peut leur permettre de réconcilier davantage leurs identités Noires et LGBTQ+. Les résultats de cette étude ont des implications importantes pour le travail social, démontrant que la profession peut agir comme vecteur de changement positif pour les personnes Noires LGBTQ+ du Québec. Notamment, on propose des mesures qui peuvent être mises en place pour favoriser le développement d’une identité cohésive pour cette population. / This thesis aims to understand the identity development of Black LGBTQ+ people in Quebec. This population experiences many forms of structural and interpersonal marginalization due to their intersectional social positioning, which can have harmful impacts on their ability to assert themselves. Using phenomenological interpretive analysis as a theoretical and methodological framework, six Black LGBTQ+ individuals residing in Quebec were invited to participate in virtual semi-structured individual interviews lasting between 90 and 120 minutes. They were recruited through research posters posted on social media sites (Facebook, Twitter, Instagram), as well as in the spaces of community organizations working with Black and LGBTQ+ populations in Quebec. Respondents explained the constraints to the development of a coherent identity as well as the factors that contributed to their ability to assert themselves as Black LGBTQ+ people in Quebec. Their responses shed light on the key factors that impact their ability to fully affirm their identities, both positive and negative. It is discovered that the compartmentalization of their identities is socially imposed on them, and that intersectional support can enable them to further reconcile their Black and LGBTQ+ identities. The results of this study have important implications for social work, demonstrating that the profession can act as a vehicle for positive change for Black LGBTQ+ people in Quebec. In particular, it highlights various measures that can be put in place to foster the development of a cohesive identity among this population.

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Bakgrund: HBTQ-personer riskerar högre grad av ohälsa jämför med heterosexuella. Hälsoskillnaderna kan förklaras av att HBTQ-personer är mer utsatta för diskriminering och trakasserier av samhällets negativa föreställningar om normer, könsidentitet och sexuell läggning. Inom hälso-och sjukvården är kunskapsbrist hos sjuksköterskan kring HBTQ-hälsofrågor och normer ett hinder för ett bra bemötande och en jämlik vård. Kunskapsbrist skapar en atmosfär av otrygghet och rädsla för HBTQ-personer som i slutet undviker att söka vård. Syfte: Syftet med litteraturstudien var att beskriva sjuksköterskans erfarenhet av att bemöta HBTQ-personer inom hälso-och sjukvården. Metod: Litteraturstudien med kvalitativ ansats som baseras på tolv vetenskapliga artiklar. Studien genomfördes enligt Polit och Becks niostegmodell, samt analyserades utifrån Braun och Clarkes tematiska analysmodell. Resultat: Två teman och sex subteman identifierades. Temat Utmaningar vid vård av HBTQ-personer, hade subteman Bristande kunskap och utbildning, Kommunikation och terminologi samt Jämlik vård. Temat Mötet med HBTQ-personer hade subteman Främjande och hindrande attityder, Att vilja vårda samt Osäkerhet vid vårdmötet. Slutsats: Sjuksköterskan utrycker vilja att erbjuda god och jämlik vård för alla, men det finns behov av ytterligare utbildning och kunskap kring vård av HBTQ-personer. Bristande kunskap leder till sämre kommunikation och ett dåligt bemötande. / Background: LQBTQ-people have a higher risk of ill health compared to heterosexuals. Health differences lead to LGBTQ-people being more exposed to discrimination and harassment from society´s negative ideas about norm, gender identity and sexual orientation. Lack of knowledge among nurses regarding LGBTQ-health issues and norm is an obstacle to a good health care and equal care. Lack of knowledge creates insecurity and fear for LGBTQ-people, who end up avoiding seeking care. Aim: The aim of the study was to describe nurses experince in the health care-encounter with LGBTQ-people. Method: Literature study with a qualitative approach based on twelve scientific articles. The study used Polit and Beck`s nine-step model and was analyzed with Braun and Clarks' thematic analysis. Results: Two themes and six subthemes were identified. The theme Challenges in the care of LGBTQ-people, had sub-theme: Lack of knowledge and education, Communication and terminology and Equal care. The theme Meeting LGBTQ-people had sub-themes: Promoting and hindering attitudes, wanting to care and Uncertainty at the care meeting. Conclusion: Nurse's express a desire to offer good and equal care for everyone, but there is a need for further education and knowledge about care for LGBTQ-people. Lack of knowledge leads to poor communication and care.

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This thesis aims at analysing the novel History Is All You Left Me by Adam Silvera using a queer phenomenological lens in order to reveal to what extent it depicts aspects of sexuality, consent and relationships in a non-heteronormative way. Furthermore, the thesis discusses different ways of making visible the effects of normativity on student’s learning and development through the proposed queer phenomenological pedagogy.  The literary analysis is conducted by implementing queer theory, queer phenomenology and reader-response to reveal and convey the above-mentioned aspects in a way that enables critical thinking from a non-heteronormative perspective. The pedagogical implications show how the different aspects of sex/sexuality, consent and relationships can be put in juxtaposition and evaluated to broaden the pupils’ understanding and perception. The thesis concludes that the novel History Is All You Left Me contain several examples of sexuality, consent and relationships, amongst others, in a non-heteronormative way, which can be put in juxtaposition in the classroom to further enable critical thinking regarding the topics. Furthermore, the thesis concludes that a queer phenomenological pedagogy can work against normalisation and for pupils finding or expressing their identity and uniqueness.

The past few decades have been marked by increasing awareness of issues pertaining to gender and sexuality, since both concepts have started being treated as continuums or spectrums, rather than as binaries. Therefore, the fields of gender and queer linguistics have been growing in significance, in an effort to identify underlying ideologies and biases in language, and to challenge them. Nevertheless, the reality is far from ideal, as gender inequalities and discrimination against non-normative sexualities are still prevalent in many sectors of life, one of which is education. In fact, education plays a prime role in shaping people’s views; not only do textbooks and other learning materials have a considerable effect on learners’ attitudes and sense of self, but also teachers’ beliefs and approaches can reinforce or challenge biases. In the present study, two English as a Foreign Language (EFL) textbooks used in Greek secondary public schools were examined, in order to investigate how gender and sexuality are represented on a lexical and discursive level. Additionally, three EFL teachers using said textbooks were interviewed to investigate their awareness of these topics as well as their attitudes and approaches towards them. The results from the textbook content analysis reveal that gender is overwhelmingly treated as a binary concept, and inclusivity is not always a consideration. Specifically, stereotypical gender representations were identified both on a word and a discourse level. Moreover, any topics explicitly concerning sexuality are avoided, and the only vocabulary made available for students to discuss these topics indexes heteronormativity. The teachers interviewed demonstrated some awareness of these issues, but were only able to point out very few problematic representations and examples of non-inclusive language. All teachers emphasised the need for training in order to be able to address these topics with their learners, and agreed that learners show limited awareness of discrimination and sexism in the language used in the textbooks. Furthermore, they argued that lack of progress in education is due to the fact that Greek society is not ready to embrace changes in how gender and sexuality are viewed. The conclusion drawn in the present study is that this lack of progress can potentially be attributed to how deeply rooted religious beliefs are in Greek society, reinforcing traditional gender roles and family values, while denouncing non-heterosexual expression. Overall, the present study corroborated the results found in other, similar investigations of EFL textbooks from around the world, and suggested that linguistic change cannot happen independently, but should be part of radical social reforms.