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.

No description available.

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.

No description available.

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.

In this thesis, I seek to answer the question of what constitutes a tenable form of sexual citizenship for lesbian-, bisexual- and gay citizens by deploying two models of citizenship which have permeated scholarly and public discourse: the “liberal” and the “republican” model. This is done in conjunction with critical engagement with two political philosophers, and their conceptualization of citizenship. They are (1) The capabilities approach by Martha Nussbaum and (2) cosmopolitan federalism as presented by Seyla Benhabib. This thesis uses three primary questions: (1) On what basis are members of the polity chosen? (2) On what basis are the members of the polity able to participate politically? (3) How does the conceptualized model of citizenship account for social- and civil rights pertaining to sexual difference? These questions furthermore establish the basis for the analysis of the models.  In order to assess the answers that the different model provide, this thesis utilizes two analytic variables articulated in terms of lack of rights and disenfranchisement which will throughout this thesis act as underpinnings. These variables are predicated on reflecting two mechanisms of exclusions of lesbigay citizens, the claim being that the rejoinders to them are used to assess and constitute to a tenable sexual citizenship.

This study aims to assess the Swedish national value framework (Svenska statliga värdegrunden) in light of liberal multicultural theory, with a particular focus on the perceived conflict between theoretical principles and actual political practices, exemplified by Swedish authorities' participation in Stockholm Pride. To achieve this, an ideological analysis applies three contemporary liberal multicultural theories to evaluate the alignment of the Swedish national value framework with these theories. The subsequent examination of Swedish authorities' involvement in Stockholm Pride seeks to determine whether such participation is endorsed or discouraged by the identified theoretical framework. The analysis supports a fundamental premise of this study – that state authorities' active support for LGBTQ+ rights and participation in Stockholm Pride is not only acceptable but also encouraged by liberal multicultural theory. Importantly, this endorsement does not compromise the principles of state neutrality integral to liberal ideals.

No description available.

No description available.