This thesis is an investigation of the representation of the figure of the man who raped on the early modern stage. The early modern “man who raped” must be distinguished from the modern term “rapist” insofar as the modern term ascribes an ontological or sociological position to the individual male that was alien to the early modern world view. The shifting value of “rape” in the early modern period presaged more modern conceptions of rape as “an experience imposed on an embodied subject, a violent sexual assault that in its corporal nature destabilizes the intersubjective personhood of the victim” (Cahill 207). As such, the shifting values of the term also prefigured more modern conceptions of masculinity and the successful performance of masculine values. The figure of the man who raped on the early modern English stage often was not merely the monster against which successful forms of masculine behaviour could be contrasted – often such characters found a sympathetic audience. And often, that audience was encouraged and directed through paratextual and dramaturgical devices to see themselves in and identify with the man who raped, for he could be redeemed. This thesis uses the lens of the Roman play to investigate sexual assault because Roman plays clarified masculine ideals for the early moderns; Rome, civilization, manliness, stoic self-control and virtus on the early modern stage were all coincident terms that articulated sexual difference and therefore the construction of the male subject (Kahn 15). The first section looks extensively at the English inheritance of Roman and Anglo-Saxon laws on sexual assault, while the subsequent chapters turn to early modern drama more closely. The plays under study are Marston’s Wonder of Women, Heywood’s Rape of Lucrece, Shakespeare’s Titus Andronicus, Middleton’s Hengist, King of Kent, and Fletcher’s Bonduca. / SSHRC, School of English and Theatre Studies, College of Arts

Studien ”När den anklagade blir till offer” ämnar belysa och problematisera mediernas roll när det gäller representationen av sexualbrottsanklagelser. Medierna kan ha potentialen att påverka den allmänna opinionen om sexualbrott och det är därmed viktigt att uppmärksamma hur representationer förmedlas. Studien undersöker olika diskurser och myter i dokumentären Persona non grata som skildrar Soran Ismails mediala och personliga fall efter de våldtäktsanklagelser han mottog under 2017. Studiens teoretiska ramverk utgår ifrån representationsteorin, genus och könsmaktsordningen samt våldtäktsmyter. I vår analys har metoden multimodal kritisk diskursanalys använts tillsammans med analysverktygen lexikala val, attribut och scenmiljö, sociala aktörer samt kategoriseringar inom våldtäktsmyter. Analysen resulterade i att vi kunde utläsa tre diskursiva teman som bidrog till en ojämlik representation av sexualbrottsanklagelser i dokumentären, där offrens perspektiv uteslöts. Resultatet visade att den anklagade porträtteras som offer genom de sociala aktörernas roller, samt i de kommunikativa valen när han bemöter anklagelserna. Vi fann även flera våldtäktsmyter som bidrar till hur den anklagade representeras i dokumentären — 1) Förövare utgörs enbart av enstöringar, 2) Förövare utgörs endast av underklass, 3) Förövaren är motiverad av lust, 4) Våldtäkt är lika med sex, och 5) Kvinnor använder våldtäktsanklagelser för att få uppmärksamhet. / The study "When the accused turns into the victim" intends to shed light on and problematize the media's role in the representation of sexual crime allegations. Media may have the potential to influence public opinion on sexual crime and it is therefore important to pay attention to how representations are conveyed. This study examines various discourses and myths in the documentary Persona non grata which portrays Soran Ismail's medial and personal collapse after the rape allegations he received in 2017. The study's theoretical framework is based on representation theory, gender studies and gender power structures, and rape myths. In the analysis, the method multimodal critical discourse analysis has been used together with the analysis tools lexical choices, attributes and stage environment, social actors, and categories within rape myths. The analysis resulted in three discursive themes that contributed to an unequal representation of sexual crime allegations in the documentary, where the victims' perspectives were excluded. The results showed that the accused is portrayed as a victim through the roles of the social actors, as well as in the communicative choices when responding to the accusations. Several rape myths were found that contribute to how the accused is represented in the documentary - 1) The perpetrator consists only of solitary confinement, 2) The perpetrator consists only of the underclass, 3) The perpetrator is motivated by lust, 4) Rape is equal to sex, and 5) Women uses rape allegations to get attention.

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The pervasiveness of sexual violence on college campuses poses a significant problem for students and administrations that seek to promote healthy, safe, and equitable access to higher education. Although federal legislation under Title IX prohibits sexual violence as a form of gender discrimination, cultural climates that promote sexual violence—or rape cultures - continue to inform student experiences on college campuses. This thesis roots the discourse on campus sexual violence in the specific localized context at Scripps College. As a women’s college situated in a small, interconnected consortium of co-ed liberal arts colleges, the case of Scripps College raises critical questions about the ways in which gender and sexism play out on women’s bodies, and influence students’ experiences with embodiment on campus. In this thesis, I present a feminist analysis of the current institutional policies that address sexual violence on campus, in addition to the perspectives of eight student activists currently involved in gender justice work at Scripps College. Due to the fact that each of the Claremont Colleges, including Scripps, is currently in the process of re-evaluating their policies and grievance procedures that address sexual violence on campus, now is a key time to reflect on the past, present, and future of the Claremont Colleges and the role that these institutions play in either deconstructing or reinforcing patriarchal structures of power.

The pervasiveness of sexual violence on college campuses poses a significant problem for students and administrations that seek to promote healthy, safe, and equitable access to higher education. Although federal legislation under Title IX prohibits sexual violence as a form of gender discrimination, cultural climates that promote sexual violence—or rape cultures - continue to inform student experiences on college campuses. This thesis roots the discourse on campus sexual violence in the specific localized context at Scripps College. As a women’s college situated in a small, interconnected consortium of co-ed liberal arts colleges, the case of Scripps College raises critical questions about the ways in which gender and sexism play out on women’s bodies, and influence students’ experiences with embodiment on campus. In this thesis, I present a feminist analysis of the current institutional policies that address sexual violence on campus, in addition to the perspectives of eight student activists currently involved in gender justice work at Scripps College. Due to the fact that each of the Claremont Colleges, including Scripps, is currently in the process of re-evaluating their policies and grievance procedures that address sexual violence on campus, now is a key time to reflect on the past, present, and future of the Claremont Colleges and the role that these institutions play in either deconstructing or reinforcing patriarchal structures of power.

This thesis examines gender violence in Argentina in the context of the historic continuum of gender inequality, with a more in-depth analysis of gender violence during the 1976-1983 dictatorship. I argue that gender violence is perpetuated and normalized by its lack of recognition as a political issue with ramifications extending to daily life. I use the construction of a collective memory of the Dictatorship as a framework for making the intricacies of gender violence more visible and provide a detailed analysis of two laws against gender violence to demonstrate its systematic nature. Ultimately, laws are not sufficient to address such a widespread issue, and society is responsible for creating a dialogue that presents gender violence in a context that adequately addresses its complexities. Esta tesis examina la violencia de género en Argentina en el contexto del continuo histórico de la desigualdad entre los géneros, y en particular analiza la violencia de género de la Dictadura de 1976-1983 y de la actualidad. Propongo que la carencia de reconocer la violencia de género en un contexto político la perpetúa y la normaliza. Utilizo la construcción de la memoria colectiva de la Dictadura como un ejemplo de estrategias para visibilizar las complejidades de la violencia de género y analizo dos leyes contra tal violencia para demonstrar cuán sistemática es. Al fin, las leyes no son suficientes para abordar un problema tan generalizado y normalizado y la sociedad es responsable de desarrollar un diálogo sobre la violencia de género y sus complejidades.

This thesis looks at how the rule of law fails to achieve justice for Indian-American survivors of domestic violence in a multitude of ways, corresponding to class and religious positionality, as well as documentation status, and how the Indian community mobilizes in response to these failures by creating alternative modes of justice for survivors. Historically, these alternatives have taken form as direct service organizations, providing culturally and linguistically accessible services to survivors. I contend that these are helpful on an individual level, working to interrupt cycles of violence, but not at the collective level – stopping these cycles altogether. Given the systemic nature of sexual violence, working from transformative justice principles is an ideal modality of organizing, but not feasible given the structure of Indian-American communities today. In the interim between present post-violence work and future integration of transformative justice, I argue that pre-violence educational models are the most effective way to see tangible, generational, systemic change. Modes of resistance through educational initiatives aimed towards Indian youth ages ten to eighteen against rape culture will more effectively deter the cycles of intra-community violence from occurring, specifically when oriented from sites of religious worship and/or cultural centers – spaces that create a sense of Indian identity. These educational spaces currently do not exist as an intra-community effort, so I analyze various feminist pedagogies as well as an example of this work being done within other communities to extend these praxes back to the Indian community.