Experiences of condom use and meaning among feminist women of an urban college area of southwestern United States in 1994 were explored through ethnographic interviews. Women's disposition to use condoms coincides with the targeting of female consumers as a market for condoms. However, constraints on women's condom use are related to the meanings of condoms in the context of particular relationships, and to the meanings of condoms vis-à-vis ideas of sexuality, and to macrolevel power relations of gender. For some women condom use is an important component of self-transformation.

This thesis explores the origins and evolution of European integration through the lens of classical realism. Classical realism, as an approach to International Relations, has had little to say about one of the most fascinating and politically important developments in the post-war international system, namely the effort by Western European states to integrate economically from the 1950s onwards. Grounded in classical realism’s ontology of power and the desire by states to secure autonomy and exert influence in the international system the thesis argues that a combination of military power, economic power, and power over opinion can explain the main contours and dynamics of integration. At the core of the argument is the idea of ‘Three Europe’s’ – Protected Europe, Confederated Europe, and a Europe of States – which have coexisted in a stable equilibrium for most of the post-war era. Protected Europe is grounded in both the military power and capacity of the United States and the national interest of the United States, remarkably static from 1945 onwards, to play a hegemonic role within the European military and security sphere. It was Protected Europe that created the military security and stability necessary for Western European states to pursue economic integration. It altered the guns versus butter trade-off and permitted Western European states to invest more in their welfare states. Most importantly if resolved the security dilemma that had existed between the most powerful states on the continent, France and Germany, and created a context in which their interaction shifted to one of intensive cooperation. The product was Confederated Europe. The logic at the core of Confederal Europe was a desire by France to bind Germany, and consent by the Germans to be bound. This was done for a variety of reasons. Internally the concern was to exert as much control over Germany as possible and Germany’s long-term national interest – to secure normalisation, independence, and reunification – complemented this urge. Externally the concern was to secure autonomy in the global economic system and to project power and influence within that system. But the components of the confederation remained distinct nation states and thus a Europe of States existed in an often uneasy tension with Confederal Europe. The fault line between a supranational economic structure and a political structure still tied to the states created intermittent tensions and political earthquakes that have punctuated the history of post-war Europe. However, throughout the period the European masses formed a permissive consensus vis-à-vis integration and, given the rather limited and technical nature of the confederation, this minimised the inherent tension between Confederal Europe and the Europe of States. All three Europe’s are, at the beginning of the twenty-first century, in a state of flux. The decline in the relative power of the United States, and the rise of new challenges in the Asia-Pacific, has triggered a strategic pivot away from Europe and a weakening of the commitment to Protected Europe. How Europe will manage this shift remains unclear but a more prominent European leadership role in NATO or a rejuvenated and more focused European security and defence policy seem necessary. The historical balance between a France that wished to bind and a Germany that consented to be bound has shifted palpably. More willing to act as a ‘normalised’ power in the European system, Germany has emerged as a clearly dominant actor and this will require a shift in the diplomatic practices of a European system that has become used to France leading and Germany both following and supplying the supporting economic power. If Confederal Europe is to survive it must accept stronger German leadership. Finally the permissive consensus at the mass level is being eroded as European integration touches upon ever-more salient policy spheres. This means that the power of the idea of Europe has to be strengthened and entrenched more firmly, thus diluting the prominence of the Europe of States, or integration must retrench to bring its competences back into line with its legitimacy.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1996. / Includes bibliographical references.

Thesis (Ph. D.)--University of Nebraska--Lincoln, 1988. / Includes bibliographical references (leaves 315-337).

Thesis (M.Soc.Sc.)--University of Hong Kong, 1996. / Includes bibliographical references. Also available in print.

This thesis is based on fieldwork undertaken in a multi-ethnic indigenous organisation, the Native Federation of Madre de Dios and tributaries (FENAMAD), in the Amazonian region of Madre de Dios in Peru. I explore the question “what is a good leader?” and offer a contribution to the literature on indigenous movements by focusing on the significant role that indigenous communities play in the development of leaders. Alterity is at the heart of the Federation as the leaders, who are elected to represent the communities, have to deal with various “others” on a daily basis, both indigenous and non-indigenous. The main focus is on how alterity is managed and made productive by the leaders. By analysing the instrumental use of the term hermano (brother) in indigenous politics I try to understand the way in which the “outside” is constantly defined and redefined in an attempt to produce a stable “inside” space in which indigenous politics can take place. I look at how the native communities affiliated to the organisation actively work towards establishing leaders who fulfil certain roles and expectations, which may at times be different to those promoted by the state. My ethnography shows that communities expect good leaders to be consecuente (consistent, trustworthy). I look at the process of “becoming a leader” and how the experience of these new leaders is understood as both performative and authentic, as an expression and outward display of their values and identity. By problematising authenticity, I explore how leaders not only tap into indigenous discourses, as performance of an identity for Western audiences, but use strategic markers (such as indigenous dress) and discourse to establish themselves as legitimate representatives in their own communities, as the base from which they draw power. Llegando bien a la comunidad (doing right by your community) is seen to be a motivating factor in a leader’s actions and choices, and this highlights the importance given by leaders to being seen in a good light by their home communities. In analysing the importance of presencia en las comunidades (presence in the communities), I show how this helps to embed leaders in community life, both during their time as leaders and afterwards. I also relate the leadership role to its function in “producing people”, as empowered and able to act. The role of the Federation in the production of knowledge is explored to uncover the links between power and knowledge, whereby knowledge becomes significant for constituting power in leaders and communities. An analysis of the language used during important events such as the triannual congress offers insight into how both leaders and communities are producing each other. It is through language that leaders work to produce a trustworthy, reliable social body, necessary for the continuance of the Federation and for furthering its aims of indigenous autonomy and self-determination.

Esta tese tem como tema central o conceito de autoridade e as relações de poder ligadas à família e aos discursos sociais de diferentes períodos históricos e das últimas décadas do século XX e começo do século XXI. O objeto de pesquisa constitui-se a partir da pergunta: “De que modos têm se construído discursivamente as figuras de autoridade?”. O referencial teórico principal abarca os conceitos de: autoridade, de Hannah Arendt; relações de poder, de Michel Foucault; memória, de Henri Bergson; experiência, de Walter Benjamin; narrativa e transmissão, em um sentido mais amplo, pelo viés filosófico e psicanalítico, a partir de vários autores. Como metodologia de pesquisa, além da revisão de dados históricos, adotou-se a perspectiva de inspiração genealógica de Michel Foucault, aliada à análise de narrativas intergeracionais. O material empírico foi obtido a partir de doze entrevistas abertas em forma de narrativa, com pessoas oriundas de quatro famílias diferentes, e com a seguinte relação familiar: avó, pai ou mãe, filho ou filha (até dez anos de idade). Os dados obtidos indicam que é possível analisar a transmissibilidade inerente às relações familiares, que perpassam as gerações, no que diz respeito ao tema da educação e às relações de poder. As narrativas obtidas dão visibilidade a vários processos de instauração, afirmação, questionamento e negação de figuras de autoridade; de definição dos lugares de poder, de quem pode mandar e quem deve obedecer; de saudosismo em relação à própria infância. A autoridade foi observada e compreendida como construção de realidades discursivas, as quais podem se apresentar e ser verbalizadas por dimensões corporais ou afetivas, em narrativas intergeracionais. Conclui-se que a paulatina abdicação de castigos físicos e a intensificação do diálogo na relação entre pais e filhos provocaram mudanças consideráveis nos processos educativos. O espaço à fala concedido às crianças tem reconfigurado as relações com os adultos, os quais procuram estabelecer modos de construir-se e narrar-se como figuras de autoridade, que se pautem para além do autoritarismo e do medo infligido às gerações de outras décadas. Defende-se a tese de que a autoridade encontra-se atualmente em um lugar de desejo, em uma busca por responsabilidades parentais que almejam ser alcançadas e de um lugar que se deseja ocupar. Os pais têm se sentido incumbidos de se assumir como figuras de autoridade, de afeto, de diálogo e de relações mais democráticas; tudo em um mesmo lugar, em uma só pessoa – persistindo, ainda, impressões um tanto negativas e com teor de autoritarismo sobre o conceito de autoridade. Essas impressões dizem respeito à construção conceitual e a suas respectivas rupturas e descontinuidades, bem como à memória coletiva dos conceitos, transmitida a diferentes gerações. / This dissertation is focused on the concept of authority and power relations connected to family and social discourses of different historical periods and the last decades of the twentieth century and early twenty-first century. The object of research is constituted from the starting question: "In what ways have the authority figures constructed discursively?". The main theoretical framework embraces the concepts of authority, by Hannah Arendt; relations of power, by Michel Foucault; memory, by Henri Bergson; experience, by Walter Benjamin; narrative and transmission, in a broader sense, through the philosophical and psychoanalytic bias from various authors. As a research methodology, besides historical data review, we adopted the perspective of genealogy inspired from Michel Foucault, associated with the analysis of intergenerational narratives. The empirical material was obtained from twelve open interviews in narrative form, composed by people from four different families, and the following family relationship: grandmother, father or mother, son or daughter (up to ten years old). The acquired data indicate that it is possible to analyze the inherent transferability to family relationships that pervade the generations, regarding the issue of education and relations of power. The obtained narratives give visibility to several processes of establishment, affirmation, questioning and denial of authority figures; of definition power positions, who can order and who must obey; of nostalgia related to one's own childhood. The authority has been seen and understood as a construction of discursive realities, which can be presented and verbalized by bodily or affective dimensions, in intergenerational narratives. The conclusion is that the gradual abdication of physical punishment and the enhancement of conversation on the parentchild relations caused considerable changes in the educational processes. The opportunity of talking given to children has reconfigured their relationships with adults, who seek to establish ways to build and narrate themselves as authority figures, that are molded beyond the authoritarianism and the fear inflicted on past generations. The paper defends the idea that the authority is currently in a place of desire, in a quest for parental responsibilities that aims to be achieved and a place that is desired to be taken. Parents have been feeling entrusted to take over as figures of authority, affection, conversation and more democratic relations; everything in one position, in one person – remaining, yet, somewhat negative impressions and with the content of authoritarianism on the concept of authority. These impressions are concerned to the conceptual construction and their respective ruptures and discontinuities, as well as the collective memory of concepts, transmitted to different generations.

Esta tese tem como tema central o conceito de autoridade e as relações de poder ligadas à família e aos discursos sociais de diferentes períodos históricos e das últimas décadas do século XX e começo do século XXI. O objeto de pesquisa constitui-se a partir da pergunta: “De que modos têm se construído discursivamente as figuras de autoridade?”. O referencial teórico principal abarca os conceitos de: autoridade, de Hannah Arendt; relações de poder, de Michel Foucault; memória, de Henri Bergson; experiência, de Walter Benjamin; narrativa e transmissão, em um sentido mais amplo, pelo viés filosófico e psicanalítico, a partir de vários autores. Como metodologia de pesquisa, além da revisão de dados históricos, adotou-se a perspectiva de inspiração genealógica de Michel Foucault, aliada à análise de narrativas intergeracionais. O material empírico foi obtido a partir de doze entrevistas abertas em forma de narrativa, com pessoas oriundas de quatro famílias diferentes, e com a seguinte relação familiar: avó, pai ou mãe, filho ou filha (até dez anos de idade). Os dados obtidos indicam que é possível analisar a transmissibilidade inerente às relações familiares, que perpassam as gerações, no que diz respeito ao tema da educação e às relações de poder. As narrativas obtidas dão visibilidade a vários processos de instauração, afirmação, questionamento e negação de figuras de autoridade; de definição dos lugares de poder, de quem pode mandar e quem deve obedecer; de saudosismo em relação à própria infância. A autoridade foi observada e compreendida como construção de realidades discursivas, as quais podem se apresentar e ser verbalizadas por dimensões corporais ou afetivas, em narrativas intergeracionais. Conclui-se que a paulatina abdicação de castigos físicos e a intensificação do diálogo na relação entre pais e filhos provocaram mudanças consideráveis nos processos educativos. O espaço à fala concedido às crianças tem reconfigurado as relações com os adultos, os quais procuram estabelecer modos de construir-se e narrar-se como figuras de autoridade, que se pautem para além do autoritarismo e do medo infligido às gerações de outras décadas. Defende-se a tese de que a autoridade encontra-se atualmente em um lugar de desejo, em uma busca por responsabilidades parentais que almejam ser alcançadas e de um lugar que se deseja ocupar. Os pais têm se sentido incumbidos de se assumir como figuras de autoridade, de afeto, de diálogo e de relações mais democráticas; tudo em um mesmo lugar, em uma só pessoa – persistindo, ainda, impressões um tanto negativas e com teor de autoritarismo sobre o conceito de autoridade. Essas impressões dizem respeito à construção conceitual e a suas respectivas rupturas e descontinuidades, bem como à memória coletiva dos conceitos, transmitida a diferentes gerações. / This dissertation is focused on the concept of authority and power relations connected to family and social discourses of different historical periods and the last decades of the twentieth century and early twenty-first century. The object of research is constituted from the starting question: "In what ways have the authority figures constructed discursively?". The main theoretical framework embraces the concepts of authority, by Hannah Arendt; relations of power, by Michel Foucault; memory, by Henri Bergson; experience, by Walter Benjamin; narrative and transmission, in a broader sense, through the philosophical and psychoanalytic bias from various authors. As a research methodology, besides historical data review, we adopted the perspective of genealogy inspired from Michel Foucault, associated with the analysis of intergenerational narratives. The empirical material was obtained from twelve open interviews in narrative form, composed by people from four different families, and the following family relationship: grandmother, father or mother, son or daughter (up to ten years old). The acquired data indicate that it is possible to analyze the inherent transferability to family relationships that pervade the generations, regarding the issue of education and relations of power. The obtained narratives give visibility to several processes of establishment, affirmation, questioning and denial of authority figures; of definition power positions, who can order and who must obey; of nostalgia related to one's own childhood. The authority has been seen and understood as a construction of discursive realities, which can be presented and verbalized by bodily or affective dimensions, in intergenerational narratives. The conclusion is that the gradual abdication of physical punishment and the enhancement of conversation on the parentchild relations caused considerable changes in the educational processes. The opportunity of talking given to children has reconfigured their relationships with adults, who seek to establish ways to build and narrate themselves as authority figures, that are molded beyond the authoritarianism and the fear inflicted on past generations. The paper defends the idea that the authority is currently in a place of desire, in a quest for parental responsibilities that aims to be achieved and a place that is desired to be taken. Parents have been feeling entrusted to take over as figures of authority, affection, conversation and more democratic relations; everything in one position, in one person – remaining, yet, somewhat negative impressions and with the content of authoritarianism on the concept of authority. These impressions are concerned to the conceptual construction and their respective ruptures and discontinuities, as well as the collective memory of concepts, transmitted to different generations.

Esta tese tem como tema central o conceito de autoridade e as relações de poder ligadas à família e aos discursos sociais de diferentes períodos históricos e das últimas décadas do século XX e começo do século XXI. O objeto de pesquisa constitui-se a partir da pergunta: “De que modos têm se construído discursivamente as figuras de autoridade?”. O referencial teórico principal abarca os conceitos de: autoridade, de Hannah Arendt; relações de poder, de Michel Foucault; memória, de Henri Bergson; experiência, de Walter Benjamin; narrativa e transmissão, em um sentido mais amplo, pelo viés filosófico e psicanalítico, a partir de vários autores. Como metodologia de pesquisa, além da revisão de dados históricos, adotou-se a perspectiva de inspiração genealógica de Michel Foucault, aliada à análise de narrativas intergeracionais. O material empírico foi obtido a partir de doze entrevistas abertas em forma de narrativa, com pessoas oriundas de quatro famílias diferentes, e com a seguinte relação familiar: avó, pai ou mãe, filho ou filha (até dez anos de idade). Os dados obtidos indicam que é possível analisar a transmissibilidade inerente às relações familiares, que perpassam as gerações, no que diz respeito ao tema da educação e às relações de poder. As narrativas obtidas dão visibilidade a vários processos de instauração, afirmação, questionamento e negação de figuras de autoridade; de definição dos lugares de poder, de quem pode mandar e quem deve obedecer; de saudosismo em relação à própria infância. A autoridade foi observada e compreendida como construção de realidades discursivas, as quais podem se apresentar e ser verbalizadas por dimensões corporais ou afetivas, em narrativas intergeracionais. Conclui-se que a paulatina abdicação de castigos físicos e a intensificação do diálogo na relação entre pais e filhos provocaram mudanças consideráveis nos processos educativos. O espaço à fala concedido às crianças tem reconfigurado as relações com os adultos, os quais procuram estabelecer modos de construir-se e narrar-se como figuras de autoridade, que se pautem para além do autoritarismo e do medo infligido às gerações de outras décadas. Defende-se a tese de que a autoridade encontra-se atualmente em um lugar de desejo, em uma busca por responsabilidades parentais que almejam ser alcançadas e de um lugar que se deseja ocupar. Os pais têm se sentido incumbidos de se assumir como figuras de autoridade, de afeto, de diálogo e de relações mais democráticas; tudo em um mesmo lugar, em uma só pessoa – persistindo, ainda, impressões um tanto negativas e com teor de autoritarismo sobre o conceito de autoridade. Essas impressões dizem respeito à construção conceitual e a suas respectivas rupturas e descontinuidades, bem como à memória coletiva dos conceitos, transmitida a diferentes gerações. / This dissertation is focused on the concept of authority and power relations connected to family and social discourses of different historical periods and the last decades of the twentieth century and early twenty-first century. The object of research is constituted from the starting question: "In what ways have the authority figures constructed discursively?". The main theoretical framework embraces the concepts of authority, by Hannah Arendt; relations of power, by Michel Foucault; memory, by Henri Bergson; experience, by Walter Benjamin; narrative and transmission, in a broader sense, through the philosophical and psychoanalytic bias from various authors. As a research methodology, besides historical data review, we adopted the perspective of genealogy inspired from Michel Foucault, associated with the analysis of intergenerational narratives. The empirical material was obtained from twelve open interviews in narrative form, composed by people from four different families, and the following family relationship: grandmother, father or mother, son or daughter (up to ten years old). The acquired data indicate that it is possible to analyze the inherent transferability to family relationships that pervade the generations, regarding the issue of education and relations of power. The obtained narratives give visibility to several processes of establishment, affirmation, questioning and denial of authority figures; of definition power positions, who can order and who must obey; of nostalgia related to one's own childhood. The authority has been seen and understood as a construction of discursive realities, which can be presented and verbalized by bodily or affective dimensions, in intergenerational narratives. The conclusion is that the gradual abdication of physical punishment and the enhancement of conversation on the parentchild relations caused considerable changes in the educational processes. The opportunity of talking given to children has reconfigured their relationships with adults, who seek to establish ways to build and narrate themselves as authority figures, that are molded beyond the authoritarianism and the fear inflicted on past generations. The paper defends the idea that the authority is currently in a place of desire, in a quest for parental responsibilities that aims to be achieved and a place that is desired to be taken. Parents have been feeling entrusted to take over as figures of authority, affection, conversation and more democratic relations; everything in one position, in one person – remaining, yet, somewhat negative impressions and with the content of authoritarianism on the concept of authority. These impressions are concerned to the conceptual construction and their respective ruptures and discontinuities, as well as the collective memory of concepts, transmitted to different generations.

Defendemos que a problemática do sujeito recobre globalmente a trajetória do pensamento de Michel Foucault. As transformações atinentes a este campo não podem ser apreendidas e demonstradas a não ser pelo entendimento das distintas maneiras e abordagens dispensadas a uma série de empreendimentos históricos, cujo cerne é a da descontinuidade. Entendemos que o constante esforço de modificação no exercício e domínio da história tem por objetivo colocar em evidência os campos e níveis heterogêneos de problematizações, transformações e experiências nas quais o sujeito tem a sua constituição. Para tanto, ficará demonstrado que a crítica ocupa lugar central, por um lado, no registro metodológico como caminho de constante reposicionamento do pensamento que se debruça sobre a relação história e sujeito, notadamente nas dimensões arqueológica e genealógica. Por outro, no registro dos lugaresdiscursos- práticas das experiências que são recobertas essencialmente por relações de forças nos processos históricos, cujas estratégias se voltam para o sujeito enquanto término de formas de sujeição, e cujo centro de transformação dessas relações evoca o enfrentamento enquanto acontecimento histórico para a constituição de processos de dessujeição ou de um sujeito ativo. Sempre no âmbito da história enquanto problematização e acontecimento, o sujeito irá tornar-se experiência histórica aberta. Isto, além de colocar em xeque as condições de seu destino, seu ser e estar na história, conduz-nos à análise das atitudes-experimentais possíveis a ele como força de criação ou produção de si mesmo. Modificar a si mesmo é modificar a história; modificar a história é modificar a si mesmo. / We support the idea that the problem of the subject covers the whole pathway of Michel Foucault\'s thinking. The changes concerning this field cannot be grasped and conveyed except by understanding the different ways and approaches directed to a series of works of historic engagement whose core is the question of discontinuity. We understand that the constant effort to change in the course of history aims at bringing forth the different fields and levels of approach, changes and experiences that build up the subject. In this respect it will be shown that criticism plays a central part in this project. On the one hand in a methodological key as a way of constant repositioning of the thinking that focuses on the relationship between history and the subject, especially in archaeological and the genealogical dimension. On the other hand, in the key of the places/discourses/practices of the experiences that are essencially coveredby relations of power in the historic process whose strategies are directed to the subject as the end of the forms of subjugation, and in which the center of change in these relationships evokes conflict as a historic factor for the constitution of a liberation process and of an active subject. Always in the view of history as questioning and achievement, the subject is bound to become an open historic experience. This, besides questioning the conditions of his destiny and his position in history, leads us to an analysis of the experimental attitudes in his reach as a force for creating himself in history. Changing himself is changing history; changing history is changing himself.