The experience of transgender people provides a unique opportunity to further our understanding of intersectionality, experienced and expressed through multiple axes of social location. Transpeople change genders in relation to androcentric, middle-class, whitenormative, and heterocentric cultural narratives. My dissertation contributes to our understandings of the interconnections of the social structural contexts of race, class, gender, and sexuality, and of how they shape the meanings we attribute to our experiences of self and identity. In addition, I show how the case of transpeople illuminates how all people draw upon hegemonic cultural constructions of intersecting social locations in processes of creating and understanding themselves. Thus, I provide insights into how individuals actively perform ("do") their own multiple social identities (such as race, class, gender, and sexuality) and how they incorporate their perceptions of others' attributions of multiple dimensions of social location. Finally, I suggest how the collective identities of identity-based social movements, such as the Transgender Movement, are rooted in racialized gendered meanings.

This study explores the experiences of women undergraduate nursing students within a feminist framework. In enquiring into the lives of undergraduate women nurses, this study sought to develop a deeper understanding of the social, historical and political factors that shape the lives of these women. An important aim of the study was to provide the women participants a political voice by which they could communicate their experiences. The methodology is developed from the theoretical insights of a range of feminist theorists and researchers and draws on some fundamental assumptions about the gendered social location of women. The study sought to test out these assumptions through an exploration of key themes within data collected from unstructured interviews with a purposeful sample of 13 undergraduate women students from a School of Nursing within a major Brisbane university. The emerging themes reveal that women have roles that are gendered in construction and that their personal stresses and traumas are shaped by gender role construction.

From the last few years many location based system have been introduced e.g. facebook, orkut, youtube and my-space etc. These networks are specially developed for personal computers. Some location based systems are also introduced for mobile device e.g. Plazes, MamJam, Slam and Jambo. All these type of networks are using the concept of social location, which provides the platform where people can join or make communities according to their interests. Numbers of users on these networks are increasing day by day due to their popularity. This popularity gives the opportunity for researchers to explore the characteristics of these social networks at large scale. This knowledge will be then used to improve the existing networks or to develop new networks. Already developed systems for mobile devices are using different techniques (e.g. Radio Frequency Identification, GPS, GSM, WAP etc.) to determine the location of any person. In this thesis, I am going to develop a prototype of system that will find the social location of an individual using passive Bluetooth scanning of mobile devices. The main idea behind this prototype is that the data obtained should be flexible to target different social needs and as well as different social location applications. The research will explore some more areas of Bluetooth by extending its dimension in social location system. The expected output from this research will help human being to overcome some of their social problems. Social location obtained from the prototype can be used to fulfill different social needs of human being. Keywords: Social location, Bluetooth, Physical location, GPRS, Mobile applications.

No description available.

The aim of this thesis is to demonstrate that new and varied views of dementia surface when the concept of intersectionality is applied to dementia research; and that these perspectives pose challenges to our assumptions about what it is like to have dementia. Grounded theory research from a feminist and anti-oppression perspective was undertaken to explore the question of the relationships between older people‘s experiences of dementia and the intersections of gender, class, ‘race’, and ethnicity. During nine months of field research in Canada, interviews, participant observation, photography, and focus groups were undertaken with eight older people with dementia and their significant others. The participants ranged from multiply marginalized to multiply privileged on the basis of their ‘race’, ethnicity, gender, and class. The grounded theory arising from this research explains the complex nature of the relationships between the subjective experiences of older people living with dementia and the intersections of ethnicity, ‘race’, class, and gender. I argue that there is a connection between social location and lived experiences of dementia; and that these relationships can be observed across and within the categories of experiencing, othering, and theorising. Experiencing captures the diversity of older people’s experiences of dementia, which range from ‘not a big deal’ to ‘a nuisance’ to ‘hellish’: these views are associated with social location, with the multiply privileged older people holding the most negative views of dementia and the multiply marginalized older people dismissing the significance of dementia. Othering refers to the marginalisation to which people with dementia are subject: it is shown to be a marked feature of life with dementia and to be connected to social location, with the multiply privileged people being othered more often as a result of their dementia status; the more marginalised participants demonstrating resilience (as an acquired characteristic); and all being subject to both othering practices and enabling behaviours enacted by members of their social worlds, such as their significant others. The theorising category refers to people with dementia being active meaning makers who theorise about dementia: the outcome of this intellectual activity is shown to be related to social location, with the most privileged participants being the only ones to view dementia as a brain disease; and all others making strategic use of the normal aging theory to avoid marginalisation due to dementia. The result of the theorising done by older people with dementia is a dialectical theory of dementia that positions dementia as a bio-psycho-social phenomenon, disrupts the false dichotomy between normal and pathological, and integrates emic and etic perspectives on dementia.

This dissertation tests if a young adult’s social location determines what type of information he or she will receive about sexual health from parents and formal sexual education programs. I also test whether sexual education mediates direct associations between social location and 4 protective sexual health behaviors: condom communication, consistent condom use, delaying sexual debut, and reducing the number of lifetime sexual partners. Using the 2011-2013 wave of the National Survey of Family Growth, I look for differences in sexual education and engaging in protective sexual health behaviors among white, Hispanic, and African American men and women ages 15-24. I find that communication about sex from parents and formal sex education programs varies by race and gender. I also find that direct associations exist between social location, parental communication, formal sexual education, and protective sexual health behaviors. However, all of these operate independently from one another, and I find that parental communication and formal sexual education does little to mediate the direct associations between social location and protective sexual behaviors. Policy implications, limitations, and directions for future research are also discussed.

Adolescence is marked with significant changes in how girls feel and act within their bodies, and is considered a special risk period for body image disruptions. Cross sectional quantitative research within this area suggests that parents represent an important contextual and developmental contributor to body image. The present study aimed to address gaps in previous research by investigating parental influences, including both protective and risk factors, on girls’ embodied experiences through utilizing a prospective qualitative design with a diverse sample of twelve girls, ages 9-18, interviewed annually over four years. Results revealed the presence of both protective and risk factors related to embodiment experiences within the parental relationships, including aspects of relational qualities, self-care, evaluative gaze and social location. Results are discussed in relation to Bronfenbrenner’s Ecological Systems Theory and to previous research. The implications for future research are also discussed.

Adolescence is marked with significant changes in how girls feel and act within their bodies, and is considered a special risk period for body image disruptions. Cross sectional quantitative research within this area suggests that parents represent an important contextual and developmental contributor to body image. The present study aimed to address gaps in previous research by investigating parental influences, including both protective and risk factors, on girls’ embodied experiences through utilizing a prospective qualitative design with a diverse sample of twelve girls, ages 9-18, interviewed annually over four years. Results revealed the presence of both protective and risk factors related to embodiment experiences within the parental relationships, including aspects of relational qualities, self-care, evaluative gaze and social location. Results are discussed in relation to Bronfenbrenner’s Ecological Systems Theory and to previous research. The implications for future research are also discussed.

In an age of unbridled global capitalism and caustic neocolonial relations to land and life, the question of the aims and approaches of doing counselling with young people, particularly those majoritarian youth who are inheriting the privileges and specters of capitalist and colonial conquest, is pertinent. This dissertation is a collection of three theoretical papers on critical counselling with majoritarian young people in the context of contemporary Empire. A critical lens drawn from decolonial analyses was applied to mainstream counselling practice and theory. By developing a map of how contemporary Empire functions as a permutation of settler colonialism and globalized capitalism, this work investigates the forms of power and discourse that structure contemporary counselling, particularly the bio-medical-industrial-complex of psychiatry and the pharmacology industry, societies of control and digital technology, affective labour, and coloniality. Practices of vulnerability, self-reflexivity, decolonization, accountability, and critique are weaved into a cartographic methodology to redefine counselling as an ethics-driven and politicized intervention in the reproduction of majoritarian subjectivity. In the 21st century, globalized capitalism and settler colonialism seek to push past material limits and appropriate the products of human relatedness—feelings, ideas, cultures, and creations. In resisting this affective extractivism, these papers explore what it might mean to position engagement, living encounter, and relationship in an ethics-based counselling paradigm of resistance and social justice. The challenge of a critical counselling praxis commensurate with such a paradigm is to find avenues to intervene in the majoritarian psyche’s capito-colonial grip on all forms of land and life. Counselling in an Age of Empire proposes that a politicized account of counselling with majoritarian subjects might prove to be a productive space for recrafting subjectivities. Through a careful critique of the majoritarian subject, in the roles of both counsellor and client, a praxis of counselling attentive to political context, based in living encounter, and grounded in a settler ethics of vulnerability and accountability is sketched out. Overall, the work is aimed at majoritarian students and counsellors, their teachers, and those interested in developing a counselling praxis grounded in settler ethics, critique, vulnerability, and the power of living encounter. / Graduate / 2019-09-30

Esta pesquisa de Mestrado Profissional em Ensino de História nasce de minha trajetória como professora de História na E.E.E.F. Santa Luzia, que atende a comunidade da Vila Maria da Conceição em Porto Alegre, e da forma como me impliquei com as alunas, alunos e comunidade escolar. Trata-se de um experimento pedagógico-teórico-metodológico do qual emerge o conceito de Ensino de História Situado. É o aprofundamento de ações pedagógicas em torno do Patrimônio da Comunidade e parte do processo de construção de uma produção audiovisual com técnicas rudimentares (celulares e MovieMaker) com alunas e alunos de 8° e 9° anos da escola, acerca das História das Mulheres da Vila Maria da Conceição, que resultou no documentário As Marias da Conceição – Por um Ensino de História Situado. Registramos todo o processo: entrevistas de História Oral, espaços com significado de Patrimônio para a comunidade e visitas a Museus e Arquivos para a exploração de fontes históricas. O convite foi para uma Análise Interseccional dessa documentação pelas alunas e alunos, ou seja, que considere os marcadores sociais de raça, gênero e classe e questione como esses operam nas condições de possibilidades de existência de indivíduos e grupos. O Ensino de Historia Situado se insere no campo das Pedagogias Decoloniais, inspira-se na Pedagogia das Encruzilhadas (RUFINO, 2015), tem como aporte principal o Pensamento Feminista Negro, e articula a Interseccionalidade (CRENSHAW, 2002) como estratégia analítica à investigação histórica dos bens culturais que a comunidade escolar atribui sentido de Patrimônio. Tomo como instrumentos de análise o documentário e os diários de campo, redigidos pelas alunas e alunos ao longo desta trajetória. Assim, pretendo questionar quais os efeitos éticos e estéticos do Ensino de História Situado através dos critérios: Quais as articulações estabelecidas pelas alunas e alunos entre Patrimônio e Poder/ Patrimônio da Comunidade e Empoderamento? Como operam as categorias Interseccionalidade, Lugar de Fala (RIBEIRO, 2017) e Conhecimento Situado para narrar a História das Mulheres da Vila Maria da Conceição evocada pelo Patrimônio da Comunidade? ; Que saberes foram mobilizados para produzir conhecimento histórico escolar situado no lugar de fala das alunas, alunos, comunidade escolar e professora? O Ensino de História Situado é processual e não se apresenta enquanto metodologia, mas como uma ética ao Ensinar História. Ao evidenciar as posições de sujeito nos discursos enunciados em fontes históricas e operar entre as identidades e as diferenças com foco nas relações de poder, essa estratégia colabora para o empoderamento das alunas e alunos ao construir narrativas históricas situadas nos seus locais de fala e nas memórias e saberes da sua comunidade. / Conducted during my Professional Master’s Degree in Teaching of History, this study derives from my experience as a History teacher at the Santa Luzia State School, which serves the community of Vila Maria da Conceição in Porto Alegre, Brazil, and from how I engaged with students and the school community. From this pedagogical-theoretical-methodological experiment emerged the concept of Situated Teaching of History. It built on pedagogical actions focused on Community Heritage and began with the development of an audiovisual production using rudimentary techniques (i.e., cell phones and Windows Movie Maker), with 8th and 9th grade students, about the History of Women from Vila Maria da Conceição, which resulted in the documentary As Marias da Conceição – Por um Ensino de História Situado (Marias of Conceição – For a Situated Teaching of History). We recorded the entire process, including Oral History interviews, spaces with Heritage significance for the community and visits to Museums and Archives to explore historical sources. The students were invited to perform an Intersectional Analysis of these documents, i.e., considering social markers of race, gender and class, and how these markers operate within the conditions of possibilities of existence of individuals and groups. Situated Teaching of History integrates the field of Decolonial Pedagogies, draws inspiration from the Crossroads Pedagogy (RUFINO, 2015), is primarily based on the Black Feminist Thought and articulates Intersectionality (CRENSHAW, 2002) as an analytical strategy to investigate the history of the cultural assets that the school community regards as Heritage. The instruments of analysis are the documentary and the field diaries written by students during the study. Thus, I intend to reflect on the ethical and aesthetic effects of Situated Teaching of History by asking the following questions: What are the connections established by students between Heritage and Power/Community Heritage and Empowerment? How do the categories Intersectionality, Social Location (RIBEIRO, 2017) and Situated Knowledge operate to tell the History of Women from Vila Maria da Conceição evoked by Community Heritage? Which skills were used to produce historical knowledge situated in the social location of students, school community and teacher? Situated Teaching of History is procedural and does not constitute a methodology, but instead an ethical approach to the Teaching of History. This strategy highlights the positions of subject in the discourses used in historical sources and operates between identities and differences focused on power relations. Therefore, it contributes to the empowerment of students by constructing historical narratives situated in their social locations and in the memories and knowledge of their community.