An abundance of research has been conducted about the importance of including books and literature as part of a young child's developmental process. Much of this research suggests that picture books are vital to a young child's healthy development and "are important influences that shape us by reflecting the politics and values of our society" (Fox, 1993, p. 656). This study was completed to analyze character roles and gender representation of male and female characters exclusively in children's picture books. The entire population of Caldecott Award and Honor Medal books published between 2001 and 2011 was utilized for a frequency analysis. Each Caldecott Award and Honor Medal book meeting this study's criteria was examined, read and analyzed. Books included only works of fiction and were delimited to exclude biographies, autobiographies, informational books, concept books and poetry. A total of 24 books were used in the data analysis. This research attempted to answer the following question: Are males and females equitably represented in recently published children's literature? From a content-analysis approach, within a historical perspective, this research aimed at examining if gender bias still dominates the literature, and if so, to what extent. The intellectual interest of this project is in discovering male and female presence and imagery in children's picture books.

As a popular historic work with constant and worldwide performances, the sexist and racist narratives disseminated by Giacomo Puccini's opera Madama Butterfly causes harmful social and political ramifications. Many scholars point to this opera specifically when discussing the fetishization of Asian females, and mention the title character as the quintessential example of damaging stereotypes. Thus, I conduct a postcolonial and feminist reading of Madama Butterfly, through analysis of the opera's libretto, the libretto sources, and the opera's score. I unravel the Orientalist assumptions that make up the foundation of the Butterfly narrative, and trace them as they make their way into Puccini's opera. I re-read Madama Butterfly as a metaphor for imperialism, and its effects on the colonized psyche. I examine Lieutenant Pinkerton and Butterfly's characters with specific attention to the power dynamics of their relationship in the context of colonization. I emphasize gender, race, and class tensions evident within the white male and white female gazes on the bodies of third world women of color. I present Puccini's musical choices in the operatic score as supplementary to my postcolonial-feminist reading. Puccini's use of pentatonic scales to evoke "Oriental" sounds, as well as his appropriation of Japanese folk tunes and "The Star Spangled Banner" into the score serve to supplement my basic contentions that Madama Butterfly is a product of Oriental discourse and a metaphor for imperialism and its effect on the colonized psyche.

No description available.

Nous définissons l’hybridation littéraire comme la combinaison d’éléments a priori disparates aboutissant à la création d’un ensemble à la fois un et multiple, qui garde les traces de ses parties constitutives tout en étant autre, différent, nouveau. L’hybride englobe les sphères de représentation de ses éléments-parents tout en les dépassant. Par conséquent, l’hybridation tend vers l’extension de toutes les frontières, littéraires et culturelles, dans le but de nous offrir une vision du monde et du sujet toujours plus complète. Dans Oranges are not the Only Fruit, Sexing the Cherry, Written on the Body et The PowerBook de Jeanette Winterson, l’hybridation se manifeste à tous les niveaux du texte. L’hybridité physique et sexuelle des narrateurs est ainsi une des manifestations de leurs identités et vies plurielles et paradoxales. Ces hybrides incarnés (monstres, travestis ou androgynes) se construisant au fil de leurs histoires, qui s’inspirent toujours de récits antérieurs, narrateurs et narrations se démultiplient conjointement, s’entremêlent et se redéfinissent sans cesse. Le texte fluctue au gré de l’hybridation générique et de l’intertextualité. De l’entrecroisement de genres réalistes – tels que l’autobiographie, le récit historique ou le discours scientifique – et fictionnels – tels que le conte ou la romance – naît un hybride générique à résonances parodiques représentant la nature du sujet, de sa vie, de la réalité et de la vérité. Enfin, en hybridant des textes préexistants à des motifs personnels, l’auteur élabore une narration originale qui réécrit les schémas sexistes relayés par ses ancêtres et retranscrit sa vision de l’individu, du monde et de l’art. / We understand literary hybridization as the combination of seemingly different elements resulting in the creation of an entity that is simultaneously single and multiple. Indeed, while it is utterly other and new, the hybrid still shows the marks of its constituents. The hybrid incorporates its ‘parents’’ initial fields of representation while reaching beyond them. Consequently, hybridization is a process that pushes all boundaries, be they literary or cultural, to offer an ever more complete vision of the subject and his/her life. In Jeanette Winterson’s Oranges are not the Only Fruit, Sexing the Cherry, Written on the Body and The PowerBook, hybridization permeates every level of the text. Thus, the narrators’ physical and sexual hybridity is a manifestation of their plural and paradoxical identities. These hybrid creatures (monsters, transvestites or androgynous beings) build their identities through the stories they tell and that are always inspired by existing narratives. Therefore, the narrators and their narratives proliferate conjointly, intermix and redefine each other constantly. The shape of the text fluctuates with generic hybridization and intertextuality. Realistic narratives – such as autobiographical, historical or scientific discourses – and fictional ones – such as fairy tales or romances – interact to produce generic hybrids with parodic undertones that represent the nature of the subject, his/her life, reality and truth. Finally, by hybridizing existing texts and personal literary devices, the author elaborates original narratives that rewrite her ancestors’ sexist discourses and reflect how she perceives the individual, the world and art.

Nous définissons l’hybridation littéraire comme la combinaison d’éléments a priori disparates aboutissant à la création d’un ensemble à la fois un et multiple, qui garde les traces de ses parties constitutives tout en étant autre, différent, nouveau. L’hybride englobe les sphères de représentation de ses éléments-parents tout en les dépassant. Par conséquent, l’hybridation tend vers l’extension de toutes les frontières, littéraires et culturelles, dans le but de nous offrir une vision du monde et du sujet toujours plus complète. Dans Oranges are not the Only Fruit, Sexing the Cherry, Written on the Body et The PowerBook de Jeanette Winterson, l’hybridation se manifeste à tous les niveaux du texte. L’hybridité physique et sexuelle des narrateurs est ainsi une des manifestations de leurs identités et vies plurielles et paradoxales. Ces hybrides incarnés (monstres, travestis ou androgynes) se construisant au fil de leurs histoires, qui s’inspirent toujours de récits antérieurs, narrateurs et narrations se démultiplient conjointement, s’entremêlent et se redéfinissent sans cesse. Le texte fluctue au gré de l’hybridation générique et de l’intertextualité. De l’entrecroisement de genres réalistes – tels que l’autobiographie, le récit historique ou le discours scientifique – et fictionnels – tels que le conte ou la romance – naît un hybride générique à résonances parodiques représentant la nature du sujet, de sa vie, de la réalité et de la vérité. Enfin, en hybridant des textes préexistants à des motifs personnels, l’auteur élabore une narration originale qui réécrit les schémas sexistes relayés par ses ancêtres et retranscrit sa vision de l’individu, du monde et de l’art. / We understand literary hybridization as the combination of seemingly different elements resulting in the creation of an entity that is simultaneously single and multiple. Indeed, while it is utterly other and new, the hybrid still shows the marks of its constituents. The hybrid incorporates its ‘parents’’ initial fields of representation while reaching beyond them. Consequently, hybridization is a process that pushes all boundaries, be they literary or cultural, to offer an ever more complete vision of the subject and his/her life. In Jeanette Winterson’s Oranges are not the Only Fruit, Sexing the Cherry, Written on the Body and The PowerBook, hybridization permeates every level of the text. Thus, the narrators’ physical and sexual hybridity is a manifestation of their plural and paradoxical identities. These hybrid creatures (monsters, transvestites or androgynous beings) build their identities through the stories they tell and that are always inspired by existing narratives. Therefore, the narrators and their narratives proliferate conjointly, intermix and redefine each other constantly. The shape of the text fluctuates with generic hybridization and intertextuality. Realistic narratives – such as autobiographical, historical or scientific discourses – and fictional ones – such as fairy tales or romances – interact to produce generic hybrids with parodic undertones that represent the nature of the subject, his/her life, reality and truth. Finally, by hybridizing existing texts and personal literary devices, the author elaborates original narratives that rewrite her ancestors’ sexist discourses and reflect how she perceives the individual, the world and art.

Indiana University-Purdue University Indianapolis (IUPUI) / Madeline Heilman’s (1983) Lack of Fit Model, which postulates why discrimination occurs in the selection of sex-typed jobs, has been applied to the interaction of applicant attractiveness. Yet recent research suggests that other appearance variables, namely sex-typed facial features, may be associated with perceptions of fit. Building upon Heilman’s 1983 model, the current study evaluated how sex-typed facial features relate to applicant selection for sex-typed fields. Undergraduate students were recruited for participation during the spring academic semester (n = 413) and data were analyzed using a 2x2x2 ANOVA. Results indicated that selection is significantly impacted by the three-way interaction of applicant sex, facial feature-type, and sex type of the applying field. Further, masculine-featured females and feminine-featured males were significantly less favored for selection within the feminine sex-typed field. Implications of these findings and the differential evaluation of male and female applicants in a feminine field are discussed.

In this dissertation, I articulate what I call a personal-is-political ethics, suggesting that the realm of human affairs long called ethics is inseparable from that which is today normatively called psychology. Further, I suggest that these names for this shared realm are situated in different discursive traditions which, therefore, provide different parameters for possible action and understanding. In my exploration of what it is to be human, I strategically centre ethical transgressions, particularly those that are mappable onto systemic forms of oppression. I explore personal-is-political enactments of sexism, ableism, racism, colonization, classism, ageism, and geopolitics, including situations in which several of these intersect with one another and those in which therapeutic, pedagogical, or parenting hierarchies also intersect with them. Without suggesting this is ‘the whole story,’ I closely read people’s narrations of ethical transgressions that they – that we – commit. I claim that such narrations shape our possibilities for harming others, for taking responsibility, and for intervening in others’ lives in an attempt to have them take responsibility (e.g., therapy with abuse perpetrators and critical pedagogy). I work to demonstrate the ethical and political importance of: the impossibility of exhaustive knowledge, the illimitable and contingent power relations that are ever-present and give shape to what we can know, and the ways our possibilities in life are constituted through particular contact with others. I explore ethical transgressions I have committed, interrogating these events in conversation with explorations of resonant situations in published texts, as well as with research conversations with friends about their ethical transgressions and how they make sense of them. I tentatively advocate for, and attempt to demonstrate, ways of governing ourselves when we are positioned ‘on top’ of social hierarchies – in order to align our responses and relationships more closely with radical political commitments.

In this dissertation, I articulate what I call a personal-is-political ethics, suggesting that the realm of human affairs long called ethics is inseparable from that which is today normatively called psychology. Further, I suggest that these names for this shared realm are situated in different discursive traditions which, therefore, provide different parameters for possible action and understanding. In my exploration of what it is to be human, I strategically centre ethical transgressions, particularly those that are mappable onto systemic forms of oppression. I explore personal-is-political enactments of sexism, ableism, racism, colonization, classism, ageism, and geopolitics, including situations in which several of these intersect with one another and those in which therapeutic, pedagogical, or parenting hierarchies also intersect with them. Without suggesting this is ‘the whole story,’ I closely read people’s narrations of ethical transgressions that they – that we – commit. I claim that such narrations shape our possibilities for harming others, for taking responsibility, and for intervening in others’ lives in an attempt to have them take responsibility (e.g., therapy with abuse perpetrators and critical pedagogy). I work to demonstrate the ethical and political importance of: the impossibility of exhaustive knowledge, the illimitable and contingent power relations that are ever-present and give shape to what we can know, and the ways our possibilities in life are constituted through particular contact with others. I explore ethical transgressions I have committed, interrogating these events in conversation with explorations of resonant situations in published texts, as well as with research conversations with friends about their ethical transgressions and how they make sense of them. I tentatively advocate for, and attempt to demonstrate, ways of governing ourselves when we are positioned ‘on top’ of social hierarchies – in order to align our responses and relationships more closely with radical political commitments.

Abstract in English, Afrikaans and Zulu / The aim of this study was to explore how gender is perceived in classroom instructional activities and how it is represented in the Grade 9 English textbook in Ethiopia. To do this, the constructivist paradigm was used as a way of viewing the educational world. Underpinned by the Sociocultural Theory (SCT) and Gender Schema Theory (GST), the study was qualitative and used a multiple case study inquiry. The selection of participants was through purposive sampling and data were collected through interviews, observations and textbook review. The study was undertaken at four government high schools, and the focus was on Grade 9 at Chacha, Minjar, DebreSina and Mekoy Districts of North Shoa Zone in Amhara Region. Sixteen learners, four teachers and four principals were interviewed. The findings concluded in two significant findings: 1) improper gender treatment in classroom instructional activities, and 2) imbalance of gender representation in Grade 9 English textbook. The first finding generated emerging themes, for instance (a) imbalanced allocation of roles and responsibilities between girls and boys; (b) girls’ embarrassment by others; (c) girls’ incapability to manage group and use given opportunity in classroom; (d) male domination and female subordination; (e) gender policy implementation gap at school; (f) impediment of girls’ participation due to patriarchal thinking; (g) challenges of traditional gender thinking in classroom; (h) parents’ practices and experiences affected learners’ practices and experiences in classroom; (i) lack of girls’ recognition by others; and (j) self-overestimation seen by boys and self-underestimation seen by girls. The themes for the second major finding include: (a) men overrepresentation and women underrepresentation; (b) presence of gender-marked vocabularies to enhance women’s passive role; (c) encouragement of traditional gender representation by assigning women in baby-sitting, and domestic chores, such as cleaning, cooking or shopping; (d) manifestation of man first-ness; and (e) imbalance of pictorial representation between women and men. The study recommends that teaching gender equality to the school community and society could be used to discourage gender stereotyped and biased engagements. Female teachers should be role models for girls. Educators should use gender-sensitive materials for the development of a gender-free awareness by the young generation. / Die doel van hierdie studie was om te ondersoek hoe gender in klaskameronderrigaktiwiteite ervaar word en hoe dit in die Graad 9 Engelse handboek in Etiopië voorgestel word. Ten einde dit te doen, is die kontruktivistiese paradigma as beskouingswyse van die opvoedkundige wêreld gebruik. Die studie was kwalitatief, onderlê deur sosiokulturele teorie en genderskemateorie, en die ondersoekmetode van veelvuldige gevallestudies is gebruik. Deelnemers is met behulp van doelbewuste steekproefneming geselekteer en data is deur middel van onderhoude, observasies en 'n handboekoorsig ingesamel. Die studie is by vier regeringshoërskole onderneem, en die fokus was op Graad 9 in die Chacha, Minjar, DebreSina en Mekoy distrikte van die Noord-Shoa sone in die Amhara streek. Onderhoude is gevoer met sestien leerders, vier onderwysers en vier skoolhoofde. Daar was twee beduidende bevindings: 1) onvanpaste genderbehandeling in klaskameronderrigaktiwiteite, en 2) 'n wanbalans in gendervoorstelling in die Graad 9 Engelse handboek. Verskillende temas het uit die eerste bevinding voortgespruit, byvoorbeeld (a) die ongebalanseerde toekenning van rolle en verantwoordelikhede tussen seuns en dogters; (b) die vernedering van dogters deur ander; (c) die onvermoë van dogters om groepe te beheer en van gegewe geleenthede in die klaskamer gebruik te maak; (d) manlike oorheersing en vroulike ondergeskiktheid; (e) 'n leemte in die implementering van genderbeleid op skool; (f) belemmering van dogters se deelname deur patriargale denke; (g) die uitdagings van tradisionele genderdenke in die klaskamer; (h) die invloed wat ouers se praktyke en ervarings op leerders se praktyke en ervarings in die klaskamer het; (i) gebrekkige erkenning van dogters deur ander; en (j) self-oorskatting onder die seuns en self-onderskatting onder die dogters. Die temas van die tweede hoofbevinding het ingesluit: (a) die óórverteenwoordiging van mans en onderverteenwoordiging van vroue; (b) die teenwoordigheid van gendergekleurde woordeskat om vroue se passiewe rol te beklemtoon; (c) die aanmoediging van tradisionele genderverteenwoordiging deur huishoudelike take soos skoonmaak, kook en inkopies doen aan vroue toe te ken; (d) die manifestering van manlike uitnemendheid/"eerste wees"; en (e) 'n wanbalans in die verteenwoordiging van vroue en mans in illustrasies. Die studie beveel aan dat die skoolgemeenskap en die gemeenskap in gendergelykheid onderrig word ten einde genderstereotipering en bevooroordeelde optredes te ontmoedig. Vroulike onderwyseres behoort 'n rolmodel vir dogters te wees. Onderwysers moet gendersensitiewe materiaal gebruik om gendervrye bewustheid onder die jong geslag te kweek / Inhloso yocwaningo bekuwukubheka ukuthi ubulili bubonwa kanjani kwimisebenzi efundiswa emakilasini, nokuthi ubulili bukhonjiswa kanjani ezincwadini zesiNgisi ezibekelwe ukufundwa ebangeni lika-Grade 9 ezweni lase Ethiopia. Kulolu cwaningo kusetshenziswe i-constructivist paradigm njengendlela yokubheka ezemfundo. Ngokulandela ithiyori yezenhlalo namasiko i-sociocultural theory (SCT) kanye nethiyori i-gender schema theory (GST), ucwaningo lube yi-qualitative research kanti kusetshenziswe nocwaningo olubheka amacala amaningi i-multiple case study inquiry. Ababambe iqhaza bakhethwe ngokusebenzisa amasampula akhethwe ngenhlososo i-purposive sampling, kanti ulwazi luqoqwe ngokukuxoxisana ama-interviews, ukubhekisisa okwenzekayo (observations) kanye nokubuyekeza izincwadi zesiNgisi ezibekelwe ukufundwa ama-textbook. Ucwaningo lwenziwe ezikoleni eziphakeme ezine zikahulumeni, kanti kwagxilwa kakhulu ebangeni lika-Grade 9 ezifundazweni zasezweni lase Ethiopia okuyi-Chacha, eMinjar, eDebreSina, kanye namaDistrikhthi aseNorth Shoa Zone kanye nasezifundazweni zase Amhara. Kuxoxiswene ngama-interviews nabafundi abayishumi nesithupha, othisha abane kanye nothishanhloko abane. Kutholakale imiphumela emibili esemqoka: 1) ukungaphathwa kahle kodaba lobulili kwimisebenzi yokufundisa emaklasini, kanye 2) nokungabekwa kahle ngokulingalingana kodaba lobulili ezincwadini zesiNgisi ezibekelwe ukufundwa kubanga lika -Grade 9. Umphumela wokuqala uveze izingqikithi (themes) ezilandelayo, isibonelo, (a) ukungabiwa kahle ngokulingana ngendlela ehlelekile kwemisebenzi ngokubulili phakathi kwamantombazane kanye nabafana; (b) ukuhlazwa kwamantombazane okwenziwa ngabanye; (c), ukungabi nekhono kwamantombazane ukuhola amaqembu kanye nokusebenzisa amathuba emaklasini; (d) ukubhozomela kwabesilisa kanye nokuzithoba kwabesifazane; (e) igebe elikhona ngokusetshenziswa kwemigomo ebhekene nezobulili ezikoleni; (f) izihibe ezivimbela amantombazane ukubamba iqhaza ngenxa yemibono ebeka ukuthi abesilisa yibona ababalulekile (patriarchal thinking); (g) izinselele ezikhona ngezinkambiso zakudala maqondana nokucabanga ngezobulili emaklasini; (h) izindlela zezinkambiso zabazali zibe nomthelela kwizindlela zokwenza kanye nezipiliyoni zabafundi emaklasini; (i) ukungamukelwa kwamantombazane ngabanye; kanye (j) nokuzibeka phambili kakhulu kwabafana kanye nokuzibeka ezingeni eliphansi kwamantombazane. Izingqikithi (themes) zomphumela wesibili zibandakanya okulandelayo (a) ukumelwa kakhulu ngokweqile kwabesilisa kanye nezinga eliphansi lokumelwa kwabesifazane; (b) ubukhona besilulumagama i-vocabulary ephawula ngobulili nephakamisa nokungadlali ndima kwabesimame; (c) ukukhuthazwa kwezinkambiso zakudala zokumelwa kobulili ngokunikeza abesimame imisebenzi yokunakekela izingane kanye nokwenza imisebenzi yasendlini, efana nokuhlanza izindlu, ukupheka kanye nokuyothenga ezitolo; (d) umqondo wokubeka abesilisa phambili; kanye (e) nokungahleleki ngokufanele nokulingalingana ngokukhombisa ngezithombe phakathi kwabesimame nabesilisa. Ucwaningo luncoma ukuthi ukufundisa ngokulingana kwabafundi besilisa nabesifazane ezikoleni kanye nakwisizwe sonkana kungasetshenziswa ukudumaza umqondo wokubeka ubulili obuthile ngendlela nomqondo othize (gender-stereotyped) kanye nokwenza ukuthi abobulili obuthile kuphela okumele benze noma bangenzi imisebenzi ethile. Othisha besifazane kumele bebeyisibonelo kumantombazane. Abafundisi kumele basebenzise izincwadi zokufundisa ezingenabandlululo ngokobulili ukuze isizukulwane esisha bsiondisise ngezokulingana ngokobulili. / Curriculum and Instructional Studies / D. Phil. (Education in the subject Curriculum Studies)

Indiana University-Purdue University Indianapolis (IUPUI)