In a time of shifting technological, regulatory and economic regimes, and debate as to the present and potential uses of media, this thesis offers radio practitioners and students a pragmatic, rather than a highly theorised, enquiry into the notion and value of local radio. In a detailed case study, it uses the chosen stations as the basis for an empirical examination of actual output, and demonstrates comparisons between objectives and achievement against the background of regulatory and self-reflective constraints, and within geographical and technological contexts. This thesis also challenges some common assumptions about localness in quasi-local radio and provides a detailed insight into the perceptions of a number of managers about local and community radio stations. This is a qualitative study, focusing on broadcaster-output rather than on listener perception. The enquiry takes the form of a case study of “local” radio in the south-west of Cornwall, UK, by examining examples of the three tiers of radio: BBC Public Service, Commercial and Community Radio respectively. Methodologically, background factors are first assessed by interrogating literature covering local radio in the digital age; the nature of locality and localness; the notion of community; and the role of commercialism in local radio. The research, centered in particular upon notions of localness and community, interrogates those terms for meaning and relevance. A detailed review follows, looking at the formal obligations imposed on each tier and each station (a) by broadcast licences and (b) by self-reflective aims and objectives. Field research then employs observation and full-day, annotated audio monitoring, leading to detailed analytical comparisons of the extent to which the stations rise to the challenges posed. Aspects of typicality and representative sampling are addressed, to ensure that the results obtained through field-research methodology are reliable and repeatable. Conclusions on the specific issue of compliance produce a mixed picture, with all stations complying to a greater or lesser extent with regulatory licence conditions while some appear to fall short of fulfilling their own objectives. Other conclusions on comparative operational and management issues are equally varied but equally worth perusal.

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<p> The categorization and stereotyping of <i>fatherhood</i> and <i> motherhood</i> have created a rigid binary social consciousness of gender-based expectations on parenting. These expectations, stemming from hetero/cisnormativity, leave little room for deviation. This dissertation challenges these expectations by examining the experiences of transgender parents as a means to expand the discourse around motherhood, fatherhood, and family.</p><p> The principal research question for this inquiry was, What do the narratives of transgender parents tell us about our understanding of motherhood, fatherhood, and family? To answer this question, this author recruited transgender individuals who also identify as a parent. The selection criteria included self-identification as either transgender or genderqueer and active involvement in parenting one or more children. Purposive sampling was utilized to identify the 5 participants for this study. Using narrative methodology, their stories were gathered and retold, gaining insight into their lived experiences as transgender parents. </p><p> Findings indicate that transgender parents challenge hetero/cisnormativity by redefining motherhood and fatherhood, creating a more fluid and inclusive definition of parent that is grounded in unconditional love and support and devoid of gender roles and stereotypes. Further findings demonstrate that transgender parents redefine family, including in their family circles individuals that offer support, unconditional love, and trust regardless of blood relation. </p>

The narrative of Ines Arredondo presents a wide range of themes that include insanity, the gaze, loneliness, revisionary representations of biblical and mythological stories and various representations of sexuality. This study considers gender and sexuality as ideological constructs in the following themes: male homosexuality, revisionary writing as a subversive discourse and the grotesque body presented as a subversion of the social order. An analysis of the following stories is provided: "La senal," "Las mariposas nocturnas," "Opus 123," "Estio," "La sunamita," "Lo que no se comprende," "Cancion de cuna," "Sahara," and "Orfandad". Each of these stories presents an unstable zone where there is always a social and/or moral conflict. A combination of theoretical perspectives by Louis Althusser, Lucia Guerra Cunningham, Mary Daly, Bernard McElroy, Alicia Ostriker, Tey Diana Rebolledo, Mary Russo and other critics was utilized to examine the aforementioned themes. Male homosexuality is one representation of sexuality that is apparent in the narrative of Arredondo. Homosexuality is presented as social conflict rather than in an erotic manner. The theme of male homosexuality serves as a criticism of how society demands the binary opposition of gender. Arredondo's stories show how there exists a conflict between what is accepted and rejected. Nevertheless, Arredondo's stories also present a feminine discourse that is subversive. This strategy is evident in her stories that are revised versions of biblical and mythological stories. The purpose of these stories is to subvert masculine texts that have dictated women's behavior and have constructed feminine subjectivities from a patriarchal point of view. Another subversive aspect of Arredondo's writing is through the presentation of the female grotesque. Arredondo gives a voice to characters who have been marginalized because of their appearance by their families. The families represent a microsociety which oppresses both men and women. Arredondo's stories exhibit the struggle between Self and other to portray a framework of societal conflict. The narrative of Ines Arredondo presents gender and sexuality as ideological constructs and through this perspective the complexity of human relationships is easily observed.

<p> The purpose of this research is to examine sexual identity and sexual fluidity from a multicultural social work perspective. Examination includes having an understanding of the components of sexual identity development, the stability of sexual identity overtime and the challenges of sexual fluidity and identity. This provides a more substantial evaluation of themes within sexuality.</p><p> This content analysis of existing literature on sexual identity and sexual fluidity reveals findings and gaps in the research. In addition, it identifies areas in which further research is needed. This allows for more competent social work practices to effectively address issues of sexual identity. Findings suggest that it is difficult to capture the basic process that each individual experiences because circumstances can be unique for everyone. Patterns based on categorization within sexuality suggest that sexuality should be understood on a continuum.</p>

The point of departure for “Affecting change? Cultural politics of sexuality and ‘race’ in Norwegian education” is the reconfiguration of sexual and racial politics in the Norwegian public sphere over the past decade. Both gender equality and homotolerance was transformed from contested political issues to common values that were seen to positively distinguish Norwegian culture in this process. Furthermore, these issues were increasingly taken up to describe both cultural differences and “cultural conflicts” internationally and in Norway. This development can be traced in curriculum and textbooks from 2006-2010, especially in the discussions of cultural differences in Social Science. Through interrogations of both the discursive interconnections between gender, sexuality, and “race,” and how the issues of sexuality and “race” are tackled in education separately, the dissertation highlights that both education about sexuality and “race” in contemporary Norway can be informed by a postcolonial critique that reveals the persistence of racializing discursive strategies in Norwegian education. “Affecting Change? Cultural Politics of Sexuality and ‘Race’ in Norwegian education” is an article based dissertation that investigates the cultural configurations of sexuality and “race” in Norwegian education as they appear in textbooks and in classroom interaction. It consists of four articles and an introduction that discusses contextual, methodological, and theoretical issues that were important for the research that the articles present. The articles focus on a) the cultural politics of Norwegian sex education, b) the interplay between sexuality and questions of cultural differences in Social Science textbooks, c) conceptual and affective problems in education about “race” and racism, and d) the impact of affective educational spaces on teaching and learning questions of “difference” in the classroom. The first two articles primarily consist of discussions of existing research and textbook analyses. The latter two are based on classroom observation. The analysis highlights the persistence of heteronormalizing and racializing conceptual frameworks in education that aims to combat discrimination. Specifically, it argues that the denial of “race” as a relevant concept in Norwegian public discourse and education currently hinders educational efforts to prevent racism among young people. Furthermore, it sheds light on how affective aspects of classroom interaction can strengthen or work against education that reproduces oppressive social norms. These considerations of the cultural politics of sexuality and “race” in Norwegian education are informed by a theoretical and methodological discussion about affect and cultural analysis. Drawing on both psychosocial perspectives and Deleuzo-Guatarian affect theory, the dissertation explores the persistence of oppressive social structures through a focus on psychosocial aspects of racist interaction, and the potential for social change that can be traced through affect on the level of the situation. In the articles, affective inquiry on both these levels helps highlight both how racism is enacted and thwarted in educational encounters.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 226-415).