The purpose of the study is to investigate how students and educators construct gender through linguistic practices in the after-school center. The focus is how the perception of girls and boys being different express themselves through students' and teachers' linguistic practices, as well as how students and teachers maintain and renegotiate the normative construction of gender through language. In the section on previous research, we present Ulla Forsberg, Bronwyn Davies, Anna Öqvist and Ylva Odenbring, whose research is closely linked to our own empirical study by using their perspectives and concepts in our analysis and discussion. The study's theoretical framework is based on a social constructivist perspective, as well as gender studies theories by Judith Butler, Yvonne Hirdman and Ryan Connell. The study has a qualitative approach using the method structured observation, and the material has been analyzed using thematic analysis. The results of the study show that students are constantly involved in "gendering" and that the teachers partially reinforce different normative gender concepts through their interaction with the students. At the same time students are able to switch between different femininities and masculinities. / Syftet med studien är att undersöka hur elever och pedagoger konstruerar genus genom språkliga praktiker i fritidshemmet. Fokus är hur föreställningar om flickor och pojkar som olika tar sig uttryck genom elever och lärares språkliga praktiker, samt hur elever och lärare upprätthåller och omförhandlar normativa genusföreställningar genom språket. I avsnittet om tidigare forskning presenterar vi Ulla Forsberg, Bronwyn Davies, Anna Öqvist och Ylva Odenbring, vars forskning knyts nära vår egen empiri genom att vi använder deras perspektiv och begrepp i analys och diskussion. Studiens teoretiska ramverk utgår från ett socialkonstruktivistiskt perspektiv, samt genusvetenskapliga teorier där framför allt Judith Butler, Yvonne Hirdman och Ryan Connells teorier får belysa våra frågeställningar. Studien har en kvalitativ ansats med metoden strukturerad och observation och materialet har analyserats med hjälp av tematisk analys. Resultatet i studien visar att elever är ständigt inbegripna i ett "genusgörande" och att lärarna delvis förstärker olika normativa genusföreställningar genom sina yttranden. Samtidigt pågår gränsöverskridande arbete där elever delvis växlar mellan olika femininiteter och maskuliniteter.

My thesis examines the “New Sincerity,” a recent movement in contemporary fiction, which relies upon and reclaims the ethical concept of sincerity. Rather than accept sincerity at face value, however, I outline a historical trajectory of the concept in order to understand the reasons for its decline and the current attempts to resituate it. Contrasting sincerity with its ancient Grecian root of parrhēsia, I argue that sincerity has been historically mobilized as a mechanism of oppression. Since the traditional conception of sincerity was founded upon the depth model of subjectivity, certain individuals were denied the possibility of professing sincerity; rather, their outward appearances marked them a priori as being deceitful, hypocritical and insincere. Despite the recent theoretical decline of the depth model of subjectivity, I claim that the model has persisted in an afterlife that continues to govern who is given the license and freedom to speak. As such, sincerity has had a significant role in how marginalized subjects, who are often denigrated for being overly emotional, have been categorized as insincere and sentimental. For this reason, my thesis rejects the alleged return of sincerity in favor of a reconceptualization of it. Drawing from the “performative turn,” I claim that sincerity must be continually at risk for it to draw its affective potential. If sincerity with intention is insincere, sincerity is an impossible event that cannot be claimed in advance. Rather, we must bind ourselves to the truth similar to the parrhēsiates of Ancient Greek and take care to question the other. In doing so, sincerity becomes a truth-telling based on actions instead of judgments. / Thesis / Master of Arts (MA)

In this study I want to explore and give voice to the lived embodied experiences of women affected by vulvodynia in Italy. Through an autoethnography and two qualitative interviews, I will try to investigate if their embodied experiences question or not the normative construction of female body in Italian context.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

Yes / This paper develops a performative theory of resistance. It uses Judith Butler’s and Karen Barad’s theories of performativity to explore how resistance (to organisational strategies and policies) and resistants (those who resist such strategies and policies) co-emerge, within and through complex intra-actions of entangled discourses, materialities, affect and space/time. The paper uses empirical materials from a case study of the implementation of a talent management strategy. We analyse interviews with the senior managers charged with implementing the strategy, the influence of material, non-sentient actors, and the experiences of the researchers when carrying out the interviews. This leads to a theory that resistance and resistants emerge in moment-to-moment co-constitutive moves that may be invoked when identity or self is put in jeopardy. Resistance, we suggest, is the power (residing with resistants) to say ‘no’ to organizational requirements that would otherwise threaten to render the self abject.