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'New' femininities in the culture of intoxication : exploring young Women's participation in the night-time economy, in the context of sexualised culture, neo-liberalism and postfeminismMackiewicz, Alison January 2013 (has links)
The thesis explores current debates ,around postfeminism and neoliberalism, and young women's articulations of femininity within the context of young women's excessive drinking practices. Alcohol plays a key ro le in UK culture today, and for young people, getting drunk is an accepted, expected and indeed normalised part of a night out in the current 'culture of intoxication'. It is also a space for enacting highly visible displays of gender, femininities and class, and one that represents an important 'space of attention' for exploring contemporary subjectivity. As such this space provides a productive source for carrying out in-depth analysis of how young women negotiate and manage 21st century femininities in the UK. Data is provided in the form of white working-class women's accounts of excessive drinking in various drinking venues within the county of Hampshire, England. Thirty-three women, aged between 18 and 24 years, took part in several phases of data collection, and these include individual interviews, friendship group discussions, and ethnographic methods. I employed a version of Foucauldian discourse analysis to identify key themes and discourses in the young women's talk, and note how young women use excessive alcohol for confidence within what has become a drinking culture of hyper-sexuality, where the emphasis is on the traditional male gaze, but also and possibly even more powerfully, the postfeminist female gaze. The young women draw on a number of discourses to construct drunkenness as a routine part of going out, and how the female gaze plays an important role in 'mirroring' and/or 'othering' women in terms of their feminine recognition. Furthermore, the women draw on postfeminist discourses to emphasise how painful and hard it is becoming a young female subject today.
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That's what I am, I'm an England player : exploring the gendered, national and sporting identities of England's elite sportswomenBowes, Ali January 2013 (has links)
According to Robinson (2008), England exists more in imagination than it does anywhere else, except on the sports field. However, Englishness remains relatively unexplored in discussions of sporting nationalism. For so long, academics have focused on the ways in which male sport plays a key role in (re)producing national identities, with the contribution of women to the relationship between sport and national identity formation undeniably ignored. Based on interviews with 19 elite sportswomen from England s netball, football, rugby and cricket teams, this thesis examines the relationship between gendered, national and sporting identities, giving a voice to England s heroines of sport . These sports were chosen as the women had only represented England, rather than Great Britain, in international sport. Few research studies have adopted this approach of speaking to athletes about their national identities, although significantly, those that have were not concerned with women (see Tuck, 1999; Tuck and Maguire, 1999; McGee and Bairner 2011). The challenge was not only to integrate personal experiences into discussions of sport and national identity, but also to try to incorporate gender into these very discussions. The question here is whether women s sport has a place in the national imagination, and how do those very women who embody their nation on the field of play articulate their experiences. Central to this research is an understanding of the ways in which we perform aspects of our identity. Building on work by Butler (1990) and Edensor (2002), we can understand how international sport provides a site where multiple identities are performed. Findings suggest that performances of femininities are contextual, and that elite sport is an arena where displays of heteronormative femininity are inappropriate. In addition, sport serves to clarify imaginings of Englishness, where previously it may have been confused or conflated with conceptions of Britishness. What was clear throughout the research, however, was the performative nature of the participants identities, as well as the way in which their identities can be conceptualised as multiple and fluid, subject to change depending upon context and circumstance.
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Gender Within Stream of Consciousness: To the Lighthouse and The Sound and the FuryShumeyko, Amelia Mari January 2008 (has links)
Thesis advisor: Mary J. Hughes / Based on the current sociological views of gender, this paper will examine the various constructs of femininities and masculinities as observed in stream of consciousness fiction. Using Virginia Woolf's To the Lighthouse and William Faulkner's The Sound and the Fury, one can view the interactions of pressures which establish characters' resistance or acceptance of gender roles. Because of their narrative styles, both Woolf and Faulkner provide perspectives which would normally be concealed. The characters will be organized and analyzed based upon their generations and genders, concluding with aspects of both novels which do not fit into this schema. These "complications" also bear heavily on the implications of gender in both novels, highlighting the authors' individual intentions in writing. / Thesis (BA) — Boston College, 2008. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: College Honors Program.
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A Real (Wo)man's Beer: gendered spaces of beer drinking in New ZealandHardy, Nicole Amy January 2007 (has links)
This thesis examines the ways in which rural, national, and urban spaces become gendered through the practices and representations of beer drinking in New Zealand. Critical social theory combined with feminist poststructuralist debates on identities provides the theoretical framework for this research. Two focus groups with Pākehā beer drinkers aged between 18 - 30 years old were conducted; one consisting of six males and the other consisting of six females. Critical textual analysis was also undertaken on five beer advertisements representing the most popular beer brands in New Zealand; Tui, Lion Red, Waikato and Speight's. Three points frame the analysis. First, I examine rural and national gendered identities associated with beer drinking. New Zealand's beer drinking cultures are constructed within rural discourses of masculinity. There is not a single masculinity present in New Zealand's beer drinking cultures, rather there are multiple and conflicting masculinities. I suggest that through the need to constantly perform their identity, men create a rural hegemonic masculinity that is both hard, yet vulnerable. I argue that the femininities constructed within these spaces are used to enhance and further enable the hard, yet vulnerable, rural masculinity. Second, within urban spaces of beer drinking - such as the office, nightclub, clubrooms and home - homosexuals, metrosexuals and women are 'othered'. These identities are defined in relation to the hegemonic norm - 'Hard Man' masculinity - in negative ways. Furthermore, some women perform a hyper masculine identity in order to be included in these beer-drinking spaces. Finally, I examine the ways in which hegemonic gendered identities in rural, national and urban spaces may be resisted and subverted. I use contradictions from my focus group participants to unsettle the 'Hard Man' masculinity of New Zealand's beer drinking cultures.
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Gender, power and identities in the fitness gym : towards a sociology of the 'exercise body-beautiful complex'Mansfield, Louise January 2005 (has links)
This thesis examines the ways in which female bodies are central to the production and reproduction of gendered social inequality, and the formation of feminine identities in the fitness gym. Ethnographic methods were utilised to investigate the patterns and relations of power that underpinned the production and reproduction of feminine body ideals and feminine identities and habituses in a fitness gym in the South-East of England. The potential usefulness of harnessing feminist and figurational concepts for understanding gendered bodies in the context of sport and exercise is also explored. Some of the theoretical and methodological links between feminist and figurational perspectives are explored in this thesis. A feminist-figurational approach is presented as a useful way of understanding the complexities of female body image and feminine identification in the fitness gym. Central in this regard has been an examination of the unequal relationships between, and within, groups of people in exercise and fitness settings. The task of producing a relatively high degree of adequate knowledge about gendered bodies in the fitness gym has also involved consideration of several concepts related to Elias's (1978,1987) theory of involvement and detachment including: the personal pronoun model, the use of developmental thinking, the interplay between theory and evidence and the adequacy of evidence. Feminist and figurational ideas about gender, power and identities have been of use in making sense of the relationships between workingout, female bodies and femininities. Elias's conceptualisations of power, establishedoutsider relations and identification have been particularly helpful. Evidence from participant observations and interviewing revealed that several mechanisms serve to reinforce, challenge and negotiate a variety of images of the female body-beautiful in the fitness gym. These include: the insecurity and emotion that surround the acquisition and maintenance of an ideal physique, the monopolisation of corporeal power, the construction of group charisma and group disgrace, the formation of gossip networks, and the corporeal logic of the 'exercise body-beautiful complex'. The findings also reveal that female bodies are central to the formation of feminine identities and habituses. Feminine identities are founded on both different and shared characteristics of the female body-beautiful. Some female exercisers also share some characteristics with other women, specifically in the context of the fitness gym. Linked to a desire for a high status body Image, there is a tendency for white, western, middle-class, heterosexual, able-bodied women, who go to the gym, to share a preference for cosmetic fitness activities, and an emotional tie to aspirations for a slender, muscularly toned physique. The exercise histories of the women in this study indicated that the inculcation of feminine conduct and bodily preference happens over time, and in relation to a range of corporeal experiences including: physical education, sport, exercise, dance, dieting and adolescence.
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Lacing Skates and Unlacing Corsets: Gender Play and Multiple Femininities in Roller Derby and Neo-BurlesqueHelweg-Larsen, Jules 01 May 2017 (has links)
Lacing Skates and Unlacing Corsets: Gender Play and Multiple Femininities in Roller Derby and Neo-Burlesque. Contemporary roller derby and neo-burlesque, as an athletic sport and a framed staged performance respectively, each provide a space that encourages gender play through interactions between participants and audience and the role of physical body. In this thesis, I discuss how each activity allows for a multiplicity of feminine identities and commentary by performers on the social and cultural expectations of women. Drawing on performance theory, ritual theory, and gender studies, along with fieldwork, I explore how this commentary comes from participants simultaneously critiquing and embracing those expectations in their performances through costuming, use of the body, and the presence of an audience who interpret the events.
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The gendered relations of queer(ed) femininities: failures, tensions, subversions, and queer potentialitiesChudyk, Elliot 07 June 2024 (has links)
This dissertation will focus specifically on queer deployments of femininity. I use queer here in two registers: both to refer to one’s nonnormative relationship to gender and/or sexuality and to how people are “made queer” by virtue of their shared subordination in relation to power (Ahmed, 2006; Cohen, 1997). In particular, Blackness, transness, and engagement in sex work are all made queer in relation to dominant cultural norms embedded in white supremacy, cisnormativity, and sex negativity. The vast majority of what we know about the valuation and devaluation of femininity relies on a tacit assumption of cisness and a presumed coherence between gender identity and gender performance. The operation of femmephobia—the repudiation of femininity and its social consequences—effects people of all genders, but to different degrees and consequences depending on who is its target. In this dissertation, I am interested in mapping on to each other both conceptualizations of “queer”—that is, as a gender and/or sexual identity and as a relation to power to analyze femmephobia across domains. For example, looking at the “feminine failures” (Hoskin, 2017; 2021) of those who do—or don’t do—femininity in ways that violate our cultural expectations can help tease out the value (or penalty) of its performance. Specifically, this dissertation seeks to answer the following questions: Is the experience of femininity dependent its wearer? Who “wears” femininity, and how? How do race, gender, and sex assigned at birth affect how it is valued, used, and assessed? Using ethnographic and interview data, this dissertation will consider three case studies in queer femininity across embodiments and social contexts. Specifically, the data includes 16 in-depth interviews with trans masculine and non- binary sex workers who embody femininity for work, 72 in-depth interviews with women who primarily date women and lesbians of all genders, and twelve months of virtual and in-person ethnographic observations across a variety of queer parties, bars, and events.
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Queer Makings of Femininities in the Twentieth CenturyDouglas, Erin Joan 03 September 2010 (has links)
No description available.
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Femme Theory: Femininity's Challenge to Western Feminist PedagogiesHoskin, RHEA 11 September 2013 (has links)
Contemporary Western feminist scholarship fails to explore the backdrop to the naturalization of feminine subjugation. By analyzing the structures, histories, and theories of gender relations, this study dislocates femininity from its ascribed Otherness and, in doing so, demonstrates how empowered femininities have been overlooked or rendered invisible within gender studies. Femme, as the failure or refusal to approximate the patriarchal norms of femininity, serves as the conceptual anchor of this study and is used to examine how femmephobic sentiments are constructed and perpetuated in contemporary Western feminist theory. In part, this perpetuation is achieved through the pedagogical and theoretical exclusions from the texts chosen for gender studies courses, revealing a normative feminist body constructed through the privileging of identities and expressions. Privileging of identities is demonstrated through the designation of literary space and in an overview of dominant theories, such as how the feminine subject is maintained as the object of critique and as not able to be “properly” feminist. This assessment of gender studies course texts reveals a limited understanding of femme and femininity that maintains these identities as white, middle-class, normatively bodied, and without agency. Feminist theory demonstrates an embedded normative feminist subject, one marked by whiteness and body privileges. By deconstructing the privileging of theories of the normative feminist subject, this study argues that gender studies has replicated feminist histories in which the politics and concerns of the white socially privileged subject are the first to be addressed. While white femininity is present in hir Otherness and in critiques of hir femininity, the racially marked femme does not exist, even in absence. The femme—as a queer potentiality—offers a way of thinking and re-thinking through the limitations of contemporary Western feminist theory and the paradoxical preoccupations with the absented femme. / Thesis (Master, Gender Studies) -- Queen's University, 2013-09-09 19:36:29.903
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O verso e o reverso das relações escolares: um olhar de gênero sobre o uso dos tempos em uma escola municipal da cidade de São Paulo / The verse and reverse school relations: gender look at the use of time in a public school in São PauloTelles, Édna de Oliveira 20 April 2005 (has links)
Este trabalho teve como objetivo investigar os significados de gênero presentes nas relações entre as crianças e destas com as pessoas adultas nos diversos tempos escolares. Trata-se de uma etnografia educacional que priorizou como campo de pesquisa uma classe de quarto ano do ciclo I (antigo primário) da escola pública municipal Carlos Drummond, na cidade de São Paulo. Na dissertação, os significados de gênero são discutidos a partir do diálogo com diversos autores/as, entre eles Scott, Connell, Nicholson, Giroux, Apple, Enguita e Thorne. A análise dos tempos escolares, que pretende evidenciar como a organização escolar concorre para uma disicplinarização pautada na construção de corpos escolarizados, tem a perspectiva foucaultiana como base. Da investigação, que foi desenvolvida em campo no decorrer de todo um ano letivo, constaram: observações sistemáticas do cotidiano dos tempos escolares, entrevistas semi-estruturadas realizadas com as crianças, questionários dirigidos às suas famílias e a sua professora, estudo de documentações acerca da escola. A análise de todo o material coletado nesse processo, em que as crianças foram vistas como personagens centrais e tiveram valorizadas suas experiências e opiniões, mostra como se produzem e reproduzem estereótipos de gênero pautados em relações de poder na escola. Demonstra, no entanto, que esse poder não é unilateral, que as crianças não necessariamente internalizam os estereótipos de que são vítimas em suas condições de gênero, raça/etnia, idade e classe social, reproduzindo-os em suas relações, mas opõem-se a eles, contestando-os e desenvolvendo formas de oposição. Foi possível destacar, ainda, que a organização dos tempos escolares, em sua extrema preocupação com o exercício do controle e da disciplinarização, não contempla a diversidade e a dinâmica dos diversos ritmos e significados vivenciados pelos alunos e pelas alunas na escola, avaliando-os/as com parâmetros distantes de sua realidade. Assim, ao contrário do desejado, tronou-se evidente também a ausência de um questionamento crítico sobre a organização dos tempos na escola, sobre gênero e poder, revelando que o pensamento educacional tem dificuldade para acompanhar as mudanças históricas e a dinâmica das relações sociais, bem como a transformação das mesmas, o que muitas vezes o impede de contribuir para a construção de uma sociedade mais democrática. / The purpose of this research was to investigate the meanings of gender as they emerge in the relationships among children and between children and adults in different school times. This is an educational ethnography that has prioritized as research field a forth grade classroom (former elementary school) at the municipal public school Carlos Drummond in the city of São Paulo. In the dissertation, the meanings of gender are discussed in the dialog with different authors, like Scott, Connell, Nicholson, Giroux, Apple, Enguita and Thorne. The analysis of school times, which aims at making evident how school organization contributes to promote disciplinarization based on the construction of schooled bodies, is founded on a foucaultian perspective. The investigation took place during a whole school year and comprised: systematic observations of the routine of school times, semi-structured interviews with children, questionnaire directed to children´s families and teacher, study of documentation about the school. The analysis of all the material collected in this process, in which children were regarded as main characters and had their experiences and opinions valued, show how gender stereotypes based on power relations in school are produced and reproduced. However, it gives evidence that this power is not unilateral, that children do not necessarily internalize the stereotypes they are victims of, in their condition of gender, race/ethnics, age and social class, reproducing them in their relations, but they offer resistance to them, refute them and develop opposition techniques. It was also possible to emphasize that the organization of school times, in its extreme concern about control and disciplinarization, does not contemplate the diversity and the dynamics if the different rhythms and meanings lived by the student at school, evaluating them according to parameters that are far from their reality. Thus, oppositely to what one might desire, it became evident also the absense of critical debate about the organization of school times, about gender and power, revealing that the educational thinking has difficulty to follow the historical changes and the dynamics of social relations, as well as their transformation, what a times prevent it from contributing to the construction of a democratic society.
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