Global ETD Search

11	O bicho vai pegar! : um olhar pós-estruturalista à educação sexual a partir de livros paradidáticos infantis Furlani, Jimena January 2005 (has links) Nesta tese, volto-me para a educação sexual dirigida às crianças, buscando problematizar processos de produção das diferenças sexuais e de gênero. Para tanto, examino duas coleções de livros paradidáticos de educação sexual endereçados à infância. Esta investigação sustentou-se nos campos dos Estudos Culturais e dos Estudos Feministas, articulados com a perspectiva pós-estruturalista de análise. O processo analítico dos livros baseou-se no estudo das suas “representações” sexuais e de gênero e na tentativa de explicitar um modo de problematizar tais representações a partir de um processo de “desconstrução”. O modo como o gênero e a sexualidade estão representados produz significados que marcam e constituem não apenas o sujeito e as práticas normais, como também os sujeitos e as práticas “desviantes”, “não-autorizadas”, “anormais”. O procedimento desconstrutivo que procurei ensaiar nesta tese poderá servir não apenas como recurso analítico dos artefatos escolares como também poderá sugerir formas de operar na prática pedagógica da Educação Sexual, em qualquer nível de ensino. Foram problematizados temas como: relação sexual, diferentes famílias, anticoncepção, masculinidades e feminilidades, homossexualidade, maternação, abuso sexual, HIV/AIDS, sexo seguro, educação sexual, sujeito infantil. Questionar a maneira como as diferenças e as identidades são representadas, a partir de um artefato pedagógico, e, por extensão, como essas diferenças são representadas na cultura, foi assumido nesta tese como imprescindível em qualquer processo de educação e de formação de educadoras/es e/ou futuras/os pedagogas/os. / In this thesis I work with sexual education for children with the intention of discussing the production processes of sexual and gender differences. Therefore, I examine two didactical sexual education textbooks addressed to infancy. This investigation was supported by the fields of Cultural Studies and Feminist Studies, articulated with the post-structuralist perspective of analysis. The book´s analytical process was based in the study of its sexual and gender “representations” in an effort to make explicit a way to discuss those representations using a process of “deconstruction”. The way gender and sexuality are represented create meanings that define and constitute not only the subject and normal practices, but also the subject and the “deviating”, “non-authorized”, “abnormal” practices. The deconstructive procedure that I discussed in this thesis can be used not only as a analytical resource of school artifacts but also can suggest ways to operate pedagogical practice in Sexual Education in any educational level. The following themes were discussed: sexual relations, different families, contraception, masculinity and feminality, homosexuality, maternance, sexual abuse, HIV/AIDS, safe sex, sexual education and infantile subject. To question the way the differences and identities are represented based in a pedagogical artifact and, by extension, how those differences are represented in culture was assumed in this thesis as indispensable in any educational process and in the development of educators and/or future pedagogues. Educação infantil Gênero Livro paradidático Representação Sexualidade Estudos culturais Professor Formação Educação sexual Sexual education Cultural studies Feminist studies Gender and sexual representation Gender Sexuality and education Development of educators
12	O bicho vai pegar! : um olhar pós-estruturalista à educação sexual a partir de livros paradidáticos infantis Furlani, Jimena January 2005 (has links) Nesta tese, volto-me para a educação sexual dirigida às crianças, buscando problematizar processos de produção das diferenças sexuais e de gênero. Para tanto, examino duas coleções de livros paradidáticos de educação sexual endereçados à infância. Esta investigação sustentou-se nos campos dos Estudos Culturais e dos Estudos Feministas, articulados com a perspectiva pós-estruturalista de análise. O processo analítico dos livros baseou-se no estudo das suas “representações” sexuais e de gênero e na tentativa de explicitar um modo de problematizar tais representações a partir de um processo de “desconstrução”. O modo como o gênero e a sexualidade estão representados produz significados que marcam e constituem não apenas o sujeito e as práticas normais, como também os sujeitos e as práticas “desviantes”, “não-autorizadas”, “anormais”. O procedimento desconstrutivo que procurei ensaiar nesta tese poderá servir não apenas como recurso analítico dos artefatos escolares como também poderá sugerir formas de operar na prática pedagógica da Educação Sexual, em qualquer nível de ensino. Foram problematizados temas como: relação sexual, diferentes famílias, anticoncepção, masculinidades e feminilidades, homossexualidade, maternação, abuso sexual, HIV/AIDS, sexo seguro, educação sexual, sujeito infantil. Questionar a maneira como as diferenças e as identidades são representadas, a partir de um artefato pedagógico, e, por extensão, como essas diferenças são representadas na cultura, foi assumido nesta tese como imprescindível em qualquer processo de educação e de formação de educadoras/es e/ou futuras/os pedagogas/os. / In this thesis I work with sexual education for children with the intention of discussing the production processes of sexual and gender differences. Therefore, I examine two didactical sexual education textbooks addressed to infancy. This investigation was supported by the fields of Cultural Studies and Feminist Studies, articulated with the post-structuralist perspective of analysis. The book´s analytical process was based in the study of its sexual and gender “representations” in an effort to make explicit a way to discuss those representations using a process of “deconstruction”. The way gender and sexuality are represented create meanings that define and constitute not only the subject and normal practices, but also the subject and the “deviating”, “non-authorized”, “abnormal” practices. The deconstructive procedure that I discussed in this thesis can be used not only as a analytical resource of school artifacts but also can suggest ways to operate pedagogical practice in Sexual Education in any educational level. The following themes were discussed: sexual relations, different families, contraception, masculinity and feminality, homosexuality, maternance, sexual abuse, HIV/AIDS, safe sex, sexual education and infantile subject. To question the way the differences and identities are represented based in a pedagogical artifact and, by extension, how those differences are represented in culture was assumed in this thesis as indispensable in any educational process and in the development of educators and/or future pedagogues. Educação infantil Gênero Livro paradidático Representação Sexualidade Estudos culturais Professor Formação Educação sexual Sexual education Cultural studies Feminist studies Gender and sexual representation Gender Sexuality and education Development of educators
13	Políticas públicas sobre diversidade sexual na educação e vivências pedagógicas de professoras lésbicas na escola: notas sobre a cidade de Vitória Meireles, Ariane Celestino 06 June 2012 (has links) Made available in DSpace on 2016-12-23T14:36:54Z (GMT). No. of bitstreams: 1 Ariane Celestino Meireles.pdf: 1259138 bytes, checksum: 672e7020f494de8677d9e0eca4ff1500 (MD5) Previous issue date: 2012-06-06 / Este trabalho dedica-se a investigar a dinâmica do debate sobre sexualidade, homofobia e temas correlatos nas escolas da Prefeitura Municipal de Vitória, a partir de depoimentos de professoras lésbicas e bissexuais que atuam na educação básica. Interessou compreender se a identidade sexual dessas professoras é elemento importante nesse contexto e investigar em quais instrumentos se materializam as políticas públicas em educação para a diversidade sexual na Prefeitura de Vitória e nacionalmente. A análise das subjetividades da construção do sujeito político lésbica ou bissexual a partir dos depoimentos das professoras participantes e das que se recusaram a participar evidenciou a ocultação da sexualidade não normativa para garantir o respeito profissional. Evidências de homofobia institucional problematizadas nos depoimentos apontaram que estudantes e professoras(es) são alvo de atitudes de preconceito por orientação sexual na escola, sugerindo insuficiente investimento da prefeitura e da Secretaria Municipal de Educação nas políticas públicas de diversidade sexual na educação. Os instrumentos nacionais analisados evidenciam tendência de promoção da educação sexual na perspectiva heterossexista, com ênfase na prevenção de gravidez e doenças sexualmente transmissíveis, omitindo tanto o debate sobre equidade de gênero e sexual, como a valorização de lésbicas, gays, bissexuais, travestis e transexuais. Destaca os instrumentos que abordam a diversidade sexual, cuja implementação é dificultada pela homofobia institucional. Propõe ações para promover políticas públicas de equidade de gênero e sexual na Secretaria Municipal de Educação de Vitória / The study investigates the dynamic of debate on sexuality, homophobia and related themes in the public schools of the County of Vitória, based on evidence of statements made by lesbian and bisexual female teachers who teach students belonging to the primary education up to the eighth year. The objective is to determine if the sexual identity of such female teachers is an important element in such context and to investigate which instruments materialize the public policy for sexual diversity in education, at the local level of the County of Vitória public school system, as well as at the national level. The analysis of subjectivities in the construction of the political lesbian and bisexual subject, based on the statements of the respondents who were willing to participate and on the refusal of others, brought evidence of the hiding of non-normative sexuality in order to secure professional respect. Evidence of institutional homophobia brought by the statements indicates that students and teachers, both female and male, are target of discrimination on basis of sexual orientation in the schools. Such evidence reveals the lack of investment by the County in the public policy for sexual diversity in education. The additional analysis of the instruments used at the national level suggest a trend towards promoting sexual education based on a heterosexual perspective, with emphasis on preventing pregnancy and sexually transmitted diseases, but lacking both the debate on gender and sexual equity and any attempt to enhance the social status of lesbians, gays and transsexuals. The study highlights the instruments which deal with sexual diversity, but whose implementation is hindered by institutional homophobia, and proposes actions to promote public policies directed to gender and sexual equity in the public school system of the County of Vitória Professoras lésbicas e bissexuais Diversidade sexual na escola Lesbian and bisexual teachers Sexual diversity at school CNPQ::CIENCIAS HUMANAS
14	IMPACTS OF CONTRACEPTIVE METHOD ON BALANCE OF POWER AND SATISFACTION IN MARITAL RELATIONSHIPS Mary K Shannon (9714161) 16 December 2020 (has links) <div> <div> <div> <p>The following study used a liberal feminist lens to address a gap in the literature on contraceptive method use and romantic relationships by examining the association between contraceptive method use and both relationship satisfaction and balance of power. Specifically, it surveyed married women between the ages of 20-49 using either oral contraceptives (OCs) or natural family planning (NFP). Relationship satisfaction was measured using the Couple Satisfaction Index (CSI-4). Balance of power in the relationship was measured using the Relationship Balance Assessment (RBA). It was hypothesized that women using NFP would report higher relationship satisfaction and greater balance of power than women using OCs. Instead, results of the multiple regression analyses indicated that women using NFP experienced significantly lower rates of balance of power in their relationship. There was no significant difference in relationship satisfaction between groups. Additionally, control variables of religious importance and number of children were found to be associated with balance of power. Controls of age and religious importance were found to be associated with relationship satisfaction. Clinical implications, strengths and limitations, and future directions for research were discussed. </p> </div> </div> </div> Reproduction Health Care Administration Feminist Theory Gender, Sexuality and Education Contraceptive Method Natural Family Planning Fertility Awareness Marital Satisfaction Power Feminist Theory Liberal Feminism
15	Student Voice in School-Based and SNS-Delivered Sex Education Tanisha L Watkins (8097815) 06 December 2019 (has links) Student voice could improve the effectiveness of sex education curricula, student input, however, is generally limited or totally absent in sex education development. This dissertation explores student content preferences in sex education curricula and how school officials can incorporate student feedback to ensure content is relevant, relatable, and reliable. Results also show that adolescents are in favor of receiving social media-delivered sex education from local health departments. To build an adolescent following and greater awareness about SNS accounts that disseminate sex education, participants suggested LHDs 1) inform intended audiences about products by building offline connections 2) use promotions to create awareness 3) emphasize price during giveaways, publicize free services and 4) use the right people to motivate others to follow accounts. Health Promotion Gender, Sexuality and Education Student Voice Sex Education SNS Health Promotion Adolescent Sexual Health School-based Sex Education Social Media Sexual Health Promotion Mixed Methods
16	Examining the Relationship Between Parental Sex Education, Religiosity And Sex Positivity In First- And Second-Generation African Immigrants Phyllis Antwiwaa Agyapong (9735716) 16 December 2020 (has links) <p>This quantitative study examined the relationship between parental comprehensive sexual and reproductive health communication (SRH), religiosity and sex positivity in first- and second-generation African immigrants. Comprehensive SRH communication was measured by frequency through the Sexual Communication Scale (SCS), religiosity was measured through the Faith Activities in the Home Scale (FAITHS) and sex positivity was measured through the Sex Positivity Scale (SPS). It was hypothesized that there would be a negative relationship between religiosity and sex positivity and a positive relationship between religiosity and sex positivity in first-and second-generation African immigrants. Results indicated that higher levels of religiosity in the participant’s upbringing was significantly associated with higher sex positivity. Additional findings revealed higher instances of SRH communication correlated with higher sex positivity in men and lower sex positivity in women. This study aimed to set a foundation for future studies on first- and second-generation African immigrants as it relates to sexual health.<br></p><p></p> Health Counselling Culture, Gender, Sexuality Religion and Society Gender, Sexuality and Education immigrants Immigrant children Immigrants Immigrants experience Sex positive African Culture Sex positivity religion gender Acculturalisation / acculturation
17	Decentralized Labor, Disembodied Ideals: An Institutional Ethnography Examining the STEM Higher Education Institution from the Perspectives of Parenting Women in STEM Doctoral Programs Casey Elizabeth Wright (7037642) 22 July 2022 (has links) <p> </p> <p>Higher education has embedded systemic disadvantages for women within Science, Technology, Engineering, and Mathematics (STEM) disciplines. As a result, parenting women who pursue doctoral degrees in STEM fields face an uphill battle; yet the literature has given short shrift to the experiences of women who have children while training to become scientific professionals. This absence exists despite the fact that parenting is frequently an underlying theme in the literature on women’s decreased participation in STEM disciplines. Further, studies that do address parenting women’s experiences in higher education at large focus on individual characteristics and are limited by an emphasis on gender at the expense of other social inequalities. These inequalities have remained persistent and poorly understood. To re-imagine STEM higher education as an institution, it is necessary to understand the everyday social relations embedded within organizations that are a part of the institution. This institutional ethnography addresses these gaps. This study aimed to explore the social relations of the STEM higher education that shaped women’s experiences in STEM doctoral programs. Using Intersectionality and Inequality Regimes frameworks, this study examined women’s interactions with the institution, thereby providing a highly contextualized perspective on the STEM higher education institution. Data collection followed an emergent design with interviews with parenting women in STEM doctoral programs. Through these interviews, narrative events were identified that helped to isolate institutional processes that shaped their experiences. From there, data collection involved interviews with institutional informants and analysis of institutional texts (e.g., graduate handbooks, university policies). Data analysis followed narrative analytic methods using the Listening Guide, Labovian narrative analysis, and institutional ethnographic ruling relations mapping. Therein, three key studies from the data are shared. First, a narrative analysis with interpretation by Inequality Regimes showed how regimes of inequality shaped the experiences of two women who were pregnant and parenting while pursuing STEM doctorates. Second, an institutional ethnographic inquiry into the institutional relations that made up the lactation rooms and women’s interactions with them and revealed a decentralized organization that made accessing the spaces challenging for doctoral student women. And third, an institutional ethnographic analysis of women’s experiences with parental leave illustrated the lack of responsibility to ensure that students know about parental leave and could use the policy. Findings examine the institution’s organization around an ideal worker that many participants struggled to perform; this resulted in a diffuse and disorganized approach to policy and procedures for parenting women. Findings indicate that the neoliberal discourses in the institution shaped these experiences. The institution's masculine, white, classed nature results in it being insular to parenting women. While women persist within this environment, they face adversity emergent from the relations that make up the institution. I offer recommendations to improve gaps in consideration for parenting students, and a call to transform the overall institution to support parenting women at this critical juncture in their training. </p> Education policy Sociology of education Higher education Gender, sexuality and education Inclusive education Institutional Ethnography intersectionality gender women in STEM doctoral education sociology of education graduate education pregnancy graduate school parental leave Lactation room pregnancy and safety equity social model disability STEM Higher education institution
18	“DOUBLE REFRACTION”: IMAGE PROJECTION AND PERCEPTION IN SAUDI-AMERICAN CONTEXTS: A COMPARATIVE STUDY Ghaleb Alomaish (8850251) 18 May 2020 (has links) <p>This dissertation aims to create a scholarly space where a seventy-five-year-old “special relationship” (1945-2020) between the Kingdom of Saudi Arabia and the United States is examined from an interdisciplinary comparativist perspective. I posit that a comparative study of Saudi and American fiction goes beyond the limitedness of global geopolitics and proves to uncover some new literary, sociocultural, and historical dimensions of this long history, while shedding some light on others. Saudi writers creatively challenge the inherently static and monolithic image of Saudi Arabia, its culture and people in the West. They also simultaneously unsettle the notion of homogeneity and enable us to gain new insight into self-perception within the local Saudi context by offering a wide scope of genuine engagements with distinctive themes ranging from spatiality, identity, ethnicity, and gender to slavery, religiosity and (post)modernity. On the other side, American authors still show some signs of ambivalence towards the depiction of the Saudi (Muslim/Arab) Other, but they nonetheless also demonstrate serious effort to emancipate their representations from the confining legacy of (neo)Orientalist discourse and oil politics by tackling the concepts of race, alterity, hegemony, radicalism, nomadism and (un)belonging.</p> Art Literature History Disability Studies Gender studies Language North American Literature Other Literatures in English Middle Eastern Literature Comparative Literature Studies Literary Theory Aesthetics Epistemology Feminist Theory Hermeneutic and Critical Theory Comparative Religious Studies Islamic Studies Gender, Sexuality and Education British History Saudi culture American Saudi-American Orientalism Orientalism in art neo-Orientalsim Desert oil Cultural studies Arabian Gulf migration Diaspora Studies blackness slavery literature Mormonism Mormon biblical studies disability studies geopolitics 9/11 post-9/11 post-9/11 America Post-9/11, fiction terrorism extremism radicalism visual studies orientalist painting postcolonial Postcolonial Discourse Otherness Alterity munif cities of salt urbanism Modernity tradition Islamic feminism Islam whiteness studies

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