Through a critical phenomenological perspective using walking interviews (Ahmed 2006, Lee 2015, Weiss et al., 2019), this thesis explores different meanings associated with the sexual orientations of lesbian, bisexual, queer, fluid and pansexual women in the Montreal context. This approach is based on the experiential sharing of 21 lezbiqueer women with various positionnalities, co-constructing meaning through the trajectories we followed and the photographs submitted by the participants. Sexual identifications questions are linked to spatial questions (Jones and Garde-Hansen 2012, Longhurst and Johnston 2010, Collie 2013, Browne and Ferreira 2015, Podmore 2006 and 2019) through an analysis of both the content of the interviews and the way we walked during these interviews. The three parts of the thesis address migratory trajectories (the experience of arriving in Montreal as a lezbiqueer person), the spaces and identifications of lezbiqueer communities in Montreal from 1980 to today, and the visibilities and sensitivities perceived by lezbiqueer women in public spaces. / À travers une perspective phénoménologique critique mobilisant des entrevues marchées (Ahmed 2006, Lee 2015, Weiss et al., 2019), cette thèse explore différentes significations associées aux orientations sexuelles des femmes lesbiennes, bisexuelles, queer, fluides et pansexuelles dans le contexte montréalais. Cette approche se base sur le partage expérientiel de 21 femmes lezbiqueer avec différents vécus, coconstruisant du sens à travers les trajectoires parcourues et des photographies soumises par les participantes. Des questionnements identificatoires liés à la sexualité sont articulés à des questionnements spatiaux (Jones et Garde-Hansen 2012, Longhurst et Johnston 2010, Collie 2013, Browne et Ferreira 2015, Podmore 2006 et 2019) par une analyse tant du contenu des entrevues que de la façon nous avons bougées durant celles-ci. Les trois parties de la thèse abordent les trajectoires migratoires (l’expérience d’arriver à Montréal comme personne lezbiqueer), les espaces et les identifications des communautés lezbiqueer à Montréal de 1980 à aujourd’hui, et les visibilités et sensibilités perçues par les femmes lezbiqueer dans les espaces publics.

In the twenty-fifth anniversary edition of Reading the Romance , Janice Radway offers a new introduction in which she states that women continue to be limited in their access to discursive spaces where they can participate and engage equally. This thesis argues that women have created their own discursive spaces, or safe spaces, to compensate for their restricted access to the public sphere through book clubs. By utilizing a critical ethnographic approach and feminist theory, this thesis analyzes the communal constructs and safe space of one book club in the Midwest U.S. This critical ethnography of this book club provides an important perspective because its members are both heterosexual and lesbian women, thus providing an intersectional perspective about this safe space. After six months of data collection, three themes emerged: current events, family and personal experiences. By analyzing these themes I was able to conclude that these women have constructed a safe space that protected and fostered them through difficult and challenging times and experiences while also giving them the place to safely be themselves by exploring nontraditional gender roles and sharing their identities.

This essay focuses on how masculinities are performed and portrayed in Annie Proulx’s novella “Brokeback Mountain” (1997). The thesis argues that through examining the characters’ portrayals of masculinity, readers might develop a deeper, nuanced understanding of gender normativity today. The novella is analysed through a queer perspective with hegemonic gender traits as the main tools for the analysis. The analysis shows how the protagonists Ennis and Jack perform their masculinities in accordance with the heterosexual matrix, while also living in fear of deviating from it. The essay also includes a pedagogical section in which the value of incorporating “Brokeback Mountain” in the EFL classroom is advocated to promote inclusive teaching and question gender normativity. Additionally, the pedagogical implications discuss the relationship between gender normativity and intolerance and homophobia.

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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.