Sexy Sports: A reception study of the National Broadcasting Corporation (NBC) Olympics website coverage of women’s beach volleyball at the 2008 Beijing Olympics involves an examination of the sporting media and its reportage of the female athlete. The thesis will focus on the reception of the NBC Olympics website coverage of women’s beach volleyball at the 2008 Beijing Olympics by viewing groups constituted by the researcher. The reason for this is that it would be difficult to find naturally constituted audiences for this website, but its reception is never-the-less of research interest. My hypothesis is that the nature of the images and text on the website is overdetermined by the construction of women on other popular texts such as men’s magazines etc. In focusing on the meanings obtained from the content of the website (texts and images), the study will investigate how these meanings are naturalised in specific moments of production as well as through their intertextual relationships with similar texts involved in the glamorisation of female athletes. Specifically the study explores the meanings obtained from the content of the website (texts and images) and how in turn these meanings are naturalised by the consumers of the website. The study will utilise a qualitative research design to unpack the content of the website through the use of qualitative content analysis, focus group interviews and individual in-depth interviews. The research will be informed via a theoretical framework that draws from feminist theory, sport feminism, the concept of intertextuality between media texts, ideology and Stuart Hall’s model of preferred reading. Increasingly mainstream media uses the image of a woman’s body to sell almost anything from men’s razors to margarine and in so far as the reporting of women’s sports is concerned this holds true. Through the research I intend to account for the connotative power of other texts i.e. the men’s magazines and pornography, and how this is likely to be carried through into shaping the meanings that are read off the website. Arguably the production of the NBC texts and images are overdetermined by the existence of similar texts already in transmission in the circuit of culture.

Summaries in Afrikaans and English / Die Bruinvrou in die onderwys het 'n besondere rol om te vertolk veral in die !ewe van die volwassewordende kind asook in die hele skoolopset. Die doel van hierdie ondersoek was om hierdie rol te bepaal. Tersaaklike gegewens is verkry deur middel van Iiteratuurstudie, die outobiografiese teks, onderhoude asook vraelyste. Deur die inligting bekom, is vasgestel dat die omstandighede waaronder 'n groot gedcelte van die Bruinonderwyseresse werk, nie altyd gunstig is nie. Baie Bruinlccrclcrs woon in sosio-ekonomiese agtergeblewe gebiede waar misdaad en bendebcdrywighedc aan die orde van die dag is. Waardestelsels, leefstyl van die subkultuur, onvoldoende materiele versorging en gebrekkige opvoeding veroorsaak steuringe in die leerders se ingesteldheid teenoor die skool. Haar vrouwees laat die onderwyseres baie empatie toon in haar opvoedingskommunikasie met die leerder. Sy poog om toereikend na sy behoeftes om te sicn. As medcganger help sy die leerder om elke mylpaal wat hy bereik, te beskou as die begin van 'n ander. Deur haar meelewendheid word veral die milieugestremde Bruinkind se menswaardigheid erken. Baie bruinleerders het aangedui dat onderwyseresse rolmodelle vir hulle is. Sommige onderwyseresse word verplig om jarelank dieselfde graad te onderrig. Aangesien hulle so 'n betekenisvolle rol in die volwassewording van die kind speel, is dit nodig dat hulle ervaring opdoen van die verskillende grade in die skool. Die vrou is baie veelsydig en het moontlikhede wat tocreikcnd aangewend kan word in al die fasette van die skoolopset. Sy kan '11 baie belangrike bydrae lewer in die organisasie en administrasie van die skool as sy die geleentheid gebied word. Haar ingesteldheid op die menslike en die belangrikheid van gesonde verhoudinge asook haar hoe pligsbesef dui daarop dat die onderwyseres by magte is om 'n uitstekende onderwysleier te wees. Nieteenstaande die feit dat onderwyseresse volgens statistieke oorverteenwoordig is in die onderwys, is hulle onderverteenwoordig in bestuursposte. Alhoewel die Grondwet van die Republiek van Suid Afrika 1996, gebaseer is op die beginsels van gelykheid en menswaardigheid, is seksisme en diskriminasie op grond van geslag nog steeds ernstige struikelblokke vir die onderwyseres op haar weg na beter vooruitsigte in die onderwys. Aanbevelings vir praktykverbetering asook verdere navorsing is gemaak. / The Coloured woman in education has a particular role to play, especially in the life of the child growing towards adulthood as well as in the school in general. The aim of this investigation is to determine that role. Relevant information had been obtained by means of literary sources, autobiographical texts, interviews and questionnaires. Having obtained this information, it was established that the circumstances in which a large proportion of Coloured female educators work, are not always favourable. Many coloured learners live in socio-economic disadvantaged areas where crime and gangsterism prevail. Value systems, lifestyles of the subculture, inadequate material care and a serious lack of education are causing disruptions of learners' inclination towards the school. Being a woman enables the female educator to show considerable empathy in her pedagogic communication with the learners. She endeavours to sufficiently provide in their needs. As pedagogic accompanist she assists the learner to see every milestone that he/she achieves as the basis for another. Her involvement brings about an acknowledgement of the human dignity of the milieu-deprived Coloured child. Many coloured learners have indicated that their female educators are their role models. Some female educators are compelled to teach the same grade for years. Their significant role merits experience of teaching the various grades at school. Women are very versatile and have potential which can be utilized adequately in all the facets of the school situation. They can make very important contributions towards the organisation and administration of the school as a whole, given the opportunity. Their focus on human nature and the importance of sound relationships as well as their high sense of duty are indicative of the ability female educators have to become excellent leaders in education. They are nevertheless under-represented in educational management positions. Although the Constitution of the Republic of South Africa, 1996, is based on the principles of equality and human dignity, sexism is still a stumbling block in the path of female educators. Recommendations for an improvement m educational practice as well as further research were made. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)

This thesis analyzes rape coverage in a Grahamstown newspaper, Grocott’s Mail. Critical discourse analysis is used to discuss and analyze articles about rape that appear in Grocott’s Mail between October 14th 2008 and October 29th 2009. Drawing on existing literature on ‘rape myths’ in media coverage of rape, this thesis argues that Grocott’s Mail perpetuates racial and gender stereotypes through the way in which it reports on rape. While not all of the articles included in the analysis use rape myths, most use one or more when discussing rape incidents. Specifically, Grocott’s Mail tends to use rape myths that blame the victim for the rape and de-emphasize the role of the perpetrator in the rape. This is problematic as it sustains existing racial and gender inequalities.

La musique a beaucoup influencé l’écriture de Michel Butor, dont les œuvres traduisent bien souvent dans l’art littéraire des structures musicales, comme celles du contrepoint (fugue, thème et variations), de la musique sérielle ou du jazz. Ce travail a l’ambition de montrer la métamorphose de ces structures musicales dans les textes, tout particulièrement complexe lorsqu’il s’agit de traduire la simultanéité inhérente à la polyphonie musicale.Cette pratique musicale de l’écriture bouleverse les structures littéraires conventionnelles, s’associant ainsi aux innovations caractéristiques du Nouveau Roman (changements fréquents de narrateur, fragmentation du récit) et proposant aussi de nouvelles contraintes qui mènent l’écriture à des formes inédites : concerts-conférences, formes mobiles, œuvres radiophoniques. Cela transforme aussi notre perception du temps, non plus linéaire mais cyclique, ainsi que nos habitudes de lecture en nous impliquant dans la construction de l’œuvre.Enfin, l’influence de la musique permet de créer ce que j’ai nommé des cosmos culturels, inventant des connexions entre des cultures éloignées les unes des autres dans le temps ou l’espace, dans un geste d’hospitalité et de générosité caractéristique de l’œuvre butorienne. L’écrivain propose souvent de voir dans cette hospitalité littéraire un modèle éthique, voire politique. Les différents genres littéraires pratiqués par Michel Butor sont étudiés à travers quelques œuvres qui témoignent des diverses modalités de l’influence musicale sur l’écriture de Michel Butor : le roman, les œuvres mobiles, les dialogues avec des œuvres d’art, l’opéra Votre Faust et les récits de rêve sont rapprochés de tendances musicales familières à l’écrivain. / Music has much influenced the writing of Michel Butor whose works often translate musical structures into literary art. These can be the counterpoint (fugue, theme and variation), serial music or jazz. This way of working shows the metamorphosis of these musical structures in the texts, particularly complex when the writer has to translate the simultaneousness inherent in musical polyphony. This musical practise of writing upsets the conventional literary structures, thus associating with innovations which characterise the Nouveau Roman (frequent change of narrators, fragmentation of the narrative) and also proposing new constraints that lead the writing into novel forms: conference-concerts, mobile forms, radio works. This practise also modifies our reading habits, compelling the reader to be responsible for the construction of the work and our perception of time which is no longer linear but cyclical. Lastly, the influence of music enables to create what I have called cultural cosmoses, inventing connections between cultures usually isolated in time or space, in a gesture of hospitality and generosity which is characteristic of the works of Michel Butor. The writer sees this literary hospitality as an ethic, or politic model. The different literary genres practised by Michel Butor are studied through a few works which testify to the various modalities of the musical influence on the writing of Michel Butor: the novel, the mobile works, the dialogues with art works, the opera Your Faust and the narrations of dreams are related to the musical trends familiar to the the writer.

Our western society and lifestyle is to a considerable extent depended on the way we perceive and treat our co-existing non-human species. Industrial farming, vivisection, sports, circuses etcetera are just a few examples of how human use and exploit animal bodies for own gain. A phenomenon that in many ways, is perceived, as natural and normal, and therefore seldom discussed. The thesis purpose is to problematize this phenomenon by examine, what I call “The Speciesism Gaze”, through analysis of posters that promote animal rights, selected online, through the search domain Google. The theoretical framework used, are theories focusing on intersectionality, derived within postcolonial-, eco-critical and new materialist feminism. A brief introduction of animal right movements, its linking to feminism activism and theories derived within affect theory is presented as background for the analysis. As method, I use critical discourse analysis, focusing on intertextuality of the posters context. Asking what discourses emerge, challenging the anthropocentric and androcentric western dualistic hierarchy, whilst displaying mutually reinforced structures of sexism, racism and speciesism? I discuss the western historical and cultural human idea that the human species is separated from nature and animal, and where the “right” human subject standard is perceived as male, white, heterosexual and western in the Anthropocene age. I found that, this standard is displayed, played on, and questioned in the posters selected, in relation to animal materiality, grievability, killability, species necropolitics, sexism and racism. I discuss in my conclusion that oppression based on speciesism is not a power relation discussed in society today to the same extent as expressions of sexism and racism are. It is however an oppression that we all take part in every day and that affect all of us, despite species belonging. In that context, I hope the theorization and meaning of the speciesism gaze will have significance within the field of feminist theorizations and practices.

The current study investigated relationships that may be crucial to women's decisions to persist in math and science-related college majors.

La mixité scolaire n'implique pas l'égalité entre les sexes. elle pose la question du type de relation qu'une société entend promouvoir entre eux. en france, si l'école peut être perçue comme un facteur d'émancipation des femmes, de nombreuses études ont montré qu'elle demeurait également un instrument de reproduction des rapports sociaux de sexes traditionnels. il existe cependant des directives officielles de l'education nationale qui prescrivent aux enseignant-e-s d'oeuvrer pour l'égalité des sexes à l'école. il semble cependant que celles-ci ne soient appliquées que par une minorité. j'envisage dans ma recherche de m'intéresser aux enseignant-e-s du primaire qui prennent en compte cette dimension dans le travail mené dans leur classe et aux pratiques en faveur de l'égalité des sexes qu'ils-elles mettent en place. quelles sont ces pratiques ? leur action que l'on peut supposer innovante, puisqu'elle est minoritaire, pose certaines questions. s'agit-il de faire expérimenter l'égalité des sexes au quotidien dans une classe ou d'associer les élèves à une réflexion autour de cette question ou les deux ? peut-on enseigner l'égalité des sexes à l'école et comment ? quels sont les avantages et les limites d'un tel enseignement ? ces pratiques soulèvent en effet des problèmes éthiques et politiques importants car il s'agit d'un domaine socialement conflictuel qui fait appel à des représentations sociales ayant trait à l'identité de chacun /... / Although in France school can be seen as an important factor in women emancipation many studies have pointed out that it also remains an instrument enabling the social reproduction of traditional gender relations. Since the 80s the National Education official texts have encouraged teachers to work for the promotion of gender equality and to question the sex stereotypes. Since the 2000s they have also asked them to fight against homophobia. These texts define the term as the discrimination or the verbal and the physical violence against the homosexuals but also, through the questioning of sex stereotypes, against those who are suspected of being homosexuals. However these formal requirements seem not well known by teachers and remain therefore unapplied. They nevertheless offer a formal framework and clearly-defined regulatory environment for people wishing to put into practice a non-sexist and/or a non-heterosexist pedagogy based on equal treatment of children regardless of their gender and on the refusal to link gender with predetermined social roles. This work focuses on these innovative practices and aims to strengthen the understanding of the specific work of these teachers and the new issues it raises. This research focuses precisely on the teachers who are intending to take up these issues and these practices in the context of primary school which includes in France the nursery school and the elementary school. On the basis of twenty non-directive interviews we try to better understand the specificity of these teachers's work and the representation they have of it. We also analyze the possibility and the characteristics of an education for gender and sexualities equality at the first education levels and the tensions that it can generate in the exercise of the teaching profession.

According to Skolverket, the Swedish school has two missions: conveying knowledge and teaching values. These values are taught through the common principles (värdegrund) and instruct students about democratic values and human rights. However, Skolverket also reports that students lack such knowledge. Therefore, this essay aims to create a module with the main purpose of formulating and teaching the common principles, by using Phaswane Mpe's Welcome to Our Hillbrow, a text with the ability of presenting ethical issues whilst also making the reader respond to them. To achieve this, the values of the common principles will be extracted with the help of virtue ethics, which creates a conjunction with the book, where three topics are selected: sexism, gender identity and societal transformation. Virtue ethics, representing the common principles, together with Adichie’s definition of African feminism inform the analysis of sexism and gender inequality in the book and show how they are prevalent and extensive. Societal transformation is conceptualised and investigated through the use of narratology. Sexism and gender inequality are located in the horizontal plane of an arena, where the vertical expansion of narrative levels creates the urge for societal transformation. Such an expansion is made possible by an implied author, which provides the effect needed for reader inclusion. As such, Welcome to Our Hillbrow is described to entail an ethical challenge, that forces a responsible reader to emerge. Issues of sexism and gender inequality are then used together with the arena of societal transformation to construct a module in English 7, where students may themselves become reasonable readers through a process of critical self-reflection, a vital part of virtue ethics. This is done by employing Socratic and deliberative dialogue and an affective-humanistic approach, which together promote democratic values and human rights.

No description available.

A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Wits School of Education, University of the Witwatersrand, Johannesburg, 2016. / Gender inequality has been an area of concern internationally, regionally and nationally. Black South African women in general suffered triple oppression during the apartheid regime, based on race, gender and class oppression. Higher education mirrored the varied forms of marginalisation that existed in society and therefore the majority did not have the access to quality higher education afforded their white minority counterparts. The few black women who did have access were concentrated in historically disadvantaged institutions or studied through correspondence (Chisholm & September, 2005). The courses for which they were enrolled were aimed at perpetuating male dominance in the public sphere and domesticating them through women’s traditional roles of nurturing and caring. With the advent of democracy in 1994 the gates of higher education were opened to students who had previously been excluded. Effectively, black people in general and women in particular benefitted from race and gender categories of equity, according to the Department of Education, White Paper (1997). The equity clause that has been integrated in higher education policies encapsulates a clause that targets the redress of gender-related inequities and inequalities, aimed at ameliorating women’s access to higher education. Although race, gender and disability were identified, the National Plan (2001) notes that race equity had been given primacy in policies over gender equity. I argue that aggregated data emanating from recent studies in higher education indicate that 57% of the current female population are accessing public higher education. Although the figures from documentary evidence affirm a high presence, on examination of other factors this study found a more nuanced picture. Specifically, a change in equity deduced from the same data indicates that fewer women were enrolled in courses such as Science, Engineering and Technology (SET) or in postgraduate studies. Other areas of concern include high dropout rates, attrition and throughput (CHE, 2010; Draft Green Paper, 2012). This argument is made using theoretical and thematic exploration of post-apartheid South African gender equity reform agenda in higher education. In addition, higher education policy documents (National Council for Higher Education, 1996; White Paper, 1997; Higher Education Act, 1997; National Plan for Higher Education, 2001) and gender laws and frameworks have informed the study. It has aligned itself to one of the goals of White Paper (1997) that noted that in order for equity to be meaningful to the formerly disadvantaged; access and success have to run concurrently. Ultimately, the study has contended that by homogenising women the particular contexts of social justice have not been recognised (Young, 1990). The implication of the misrecognition of the particular and specific experiences of black women in higher education could be contributing to the enigmatic low throughput, high dropout rates and high levels of attrition currently being experienced in higher education. This thesis poses a challenge to policymakers and institutions of higher learning to shift their attention from viewing the attainment of gender equity and equality through notions of expanded access (global participation). To narrow the current gap it proposes a hybridisation of equity and equality policies (macro) with initiatives that target the particular and specific conditions (micro) of black women who access higher education. Key words: gender, equity, higher education, post-apartheid, policy, women.