Identifying subordinate groups in the archaeological record in colonial situations has gained currency as historical archaeologists have sought to describe and investigate how the perspectives of and roles played by the colonized and the colonizers contribute to processes of culture change in colonial society. Neither the culture of the colonizing group nor the culture(s) of the peoples colonized can really be characterized as a single unit, because a culture represents the reflexive interaction of different groups within the culture. Archaeological interpretation at colonial sites should recognize and incorporate the perspectives of these groups. The model developed in this dissertation uses a processual-plus perspective (Hegmon 2003) to ask questions about gender in a systematic fashion. The author constructs a model for the identification of women at historical sites using ethnographic information and colonial documents and paintings. Archaeological collections from the pueblo of Tubac and Presidio Santa Cruz de Terrenate are then used to evaluate the model. The archaeological site of Presidio Santa Cruz de Terrenate (AZ EE:4:11[ASM]) on the Río San Pedro represents a Spanish military installation on the eastern border of the Spanish Pimería Alta. Little documentation has been found that describes the residents or society at the presidio. Charles Di Peso excavated at the site in the 1950s (Di Peso 1953), and a crew from the University of Arizona conducted a surface survey and collection of artifacts in 1993. The colonial pueblo of Tubac was established in 1752 under the protection of Presidio San Ignacio de Tubac. The author had access to Spanish colonial documents that described the society at Tubac. The South Barrio of Tubac (AZ DD:8:33[ASM]) is a site that represents a much disturbed area of colonial-period structures. It was surveyed and excavated by a graduate student at the University of Arizona. Because of problems in the contextual information from both sites and the poor condition of the artifacts, the information proved to be inadequate for evaluating the model. At sites with better contexts and excavation strategies, this model should allow investigation of the material correlates of female activities.

Yes / The Change Report (GENOVATE Deliverable Report D4.2) summarises the findings of the research undertaken by partner institutions close to the end of GENOVATE implementation. The report aims to highlight the changes and/or continuities identified in each institution during the implementation of GEAPs (Gender Equality Action Plan) designed and executed by institutional GENOVATE teams. For this, each partner institution utilized their findings obtained in their baseline research at the start year of GENOVATE (Working Document 4.1) and compared this with the situation in the final year of the project to identify the institutional changes and continuities over the period of project implementation and subsequently conducted similar and/or quite different types of data gathering and analyses in order to either provide an updated version of previous gender climate reports of specific universities or illustrate some perspectives on gender equality on behalf of a limited number of Faculty members and Administration staff in specific universities.” . / FP7

No description available.

This thesis is an exploration of infertility and assisted conception in contemporary India. It explores some of the prominent themes underpinning the cultural engagement with reproductive disruption and seeks to understand how people - inflicted infertile individuals and treatment providers - grapple with conception gone-awry. In doing this, the research locates both clinical and non-clinical responses to the process of assisted conception, within the wider cultural context that views infertility as highly undesirable. The research is multi-sited and attempts to connect a number of disparate domains in which the experience of infertility and the promotion and management of its treatment lies dispersed. This has principally entailed an eclectic engagement with a number of diverse 'locales,' such as the political economy of health in India, the mass media as a field for promoting and contesting assisted conception, ancient norms and ideas about fertility and their reverberation in contemporary Hindu conceptual domain. The thesis highlights the importance of this cultural frame for producing stigma and as a 'sense making' resource for understanding assisted conception. Taken together, these locales unravel the complex nature of infertility and assisted conception in India.

Popular discourses and current government policy focus on the need for individuals and families to make healthy food choices, without acknowledging the social and cultural milieu in which these are embedded. A neo-liberal focus on responsible individualism is part of a middle class habitus that ensures foodwork and foodplay are located within distinct heteronormative cultural fields. In my thesis I explore narratives from seventy-five mainly middle class respondents who engaged in a series of asynchronous online interviews over nine months beginning in November 2010. The themes that emerged aligned with public policy debates on the family, healthy eating, eating disorders, ‘fat’ bodies and elite foodways. Hence, feeding the family ‘healthy’ meals ‘prepared from scratch’ was considered a means of acquiring social, symbolic and cultural capital. ‘Fat’ talk and ‘lipoliteracy’ or learning to read the body were ways of performing femininity, whilst elite foodways were utilised as forms of hegemonic masculinities. Hence, in a challenge to the individualisation thesis my research demonstrates the complexity of food relationships beyond individual consumer choice. Throughout I adopt an auto/biographical approach that stresses the interconnectedness of biography and autobiography, focuses on researcher reflexivity and is sensitive to respondent subjectivities. Respondents used a common vocabulary of individuality, whilst simultaneously embedding themselves in family and kinship relations. Indeed, family, gender, and class, were the means of anchorage in a sea of remembering that engendered a sense of ontological security. Foodways are, thus, part of a habitus that is gendered, classed, temporal and historical. Women in the study conformed to cultural scripts of heteronormative femininity, whilst men resorted to hegemonic masculinities to distance themselves from feminised foodways and care work. These identities were not part of a negotiated family model, but located in cultural fields that reinforced and naturalised gendered divisions, they were bound by gender and class.

Fictions written between 1939 and 2005 by indigenous and white (post)colonial women writers who emerge from an African/European cultural experience form the focus of this study. Their voyages into the European diasporic space in Africa within the context of their texts are important since they speak of how African women's literature develops from, and is situated in relation to colonialism. African literature constitutes one facet of the new literatures in English from formerly colonised countries. However, the accomplishments of indigenous writer Grace Ogot are eclipsed by the critical acclaim received by her male counterparts, whilst Elspeth Huxley, Barbara Kimenye and Marjorie Oludhe Macgoye, who emanate from Western culture but adopt an African perspective, are not accommodated by the `expatriate literature' genre. Hence, indigenous and white (post)colonial women's narratives by authors issuing from an African/European cultural experience are brought together to foreground European influence as an apparent phenomenon common to both categorieso f writers, with consequencesfo r the representation of gender, identity, culture and the `Other'. The selected texts are set in Kenya and Uganda, and a main concern is with the extent to which the works are impacted upon by setting and intercultural influences. However, this thesis argues that the `African' woman's creation of textuality is at once the formulation and expression of female individualities and a transgression of boundaries. Furthermore, Kimenye and Macgoye's children's literature illustrates the representation and configuration of a voice and identity for the female `Other' and writer, which enables a re-negotiation of identity and subsequently a crossing of borders. No critical study combines indigenous and white settler women's fiction written from an African perspective and therefore this study extends current scholarly knowledge. Whilst the combination of texts together with the disparate (post)colonial backgrounds is unique, the study of Kimenye and Macgoye's African children's narratives in particular breaks new ground since there is currently no critical comparative study pertaining to indigenous and white postcolonial women's children's literature with an African perspective

This thesis explores the relationship between gender policy, gender culture, and political participation in unified Germany. It investigates the extent to which political regimes shape citizens' attitudes towards gender roles and examines the effect of such attitudes on women's participation in politics. The thesis is divided into three parts: The first part explores the differences in gender regime types between the former German Democratic Republic and Federal Republic of Germany during the Cold War period. Building on existing studies, the analysis considers how generations that were socialised in the divided Germany differ in their attitudes toward gender roles. It finds that citizens from West Germany are more socially conservative than citizens from the East. The second part of the thesis tests the effects of these traditional gender attitudes on citizens' participation, focusing on party membership. The analysis highlights that gender gaps in formal political participation in unified Germany still exist, but that these gaps are smaller in the new federal states. The investigation further shows that traditional gender attitudes exert a negative effect on women’s political engagement beyond the predictive power of socio-economic and demographic factors. The final part of this thesis casts a critical look at the political controversy in Germany over the introduction of a cash-for-care subsidy (the so-called Betreuungsgeld). It explores the normative assumptions and ideas about gender roles that have been promoted by Germany's main political parties throughout the policy negotiation process. Using a combination of qualitative and quantitative methods, the research presented in this thesis draws on, and contributes to, studies on gender, welfare states, political socialisation, and political participation.

本研究嘗試透過傅柯系譜學的架構，從台灣哈日迷思到數位傳播生態，由歷史、符號、語言等三面向檢視線上遊戲「殺Online」延燒之童顏巨乳現象蘊藏的性別文化與符號意義，從內隱到外顯、從他者到再現，跳出性別二元對立之窠臼，反覆辯證此一女體性象徵符號如何在父權巧妙操控下，孕育滋長壯大卻又悄然銷聲匿跡，以及其與國家機器、社會菁英「論述、權力、知識」間之微妙接合（articulation，闡述與扣連）關係。 / Genealogy as the framework to Foucault, from Taiwan Japanophile myth to digital television environment, using history, symbols, language, three for viewing online game "kill Online" big phenomenon spread of 「Baby Face -Big Breast」 hidden meaning of the gender culture of the times, from the implicit to explicit, from the other to representation, beyond gender dualism of mold, and repeated the dialectical nature of body of women in the patriarchal symbol how clever manipulation, breeding grow stronger but quietly disappeared, and its state apparatus, social elite "discourse, power, knowledge," the delicate bonding between articulation and buckle set relationships.

<p>Cilj istraživanja je da pokažem prisustvo<br />implicitne rodne diskriminacije u skrivenom<br />kurikulumu osnovne &scaron;kole tokom<br />komunikacije između nastavnica i učenika i<br />učenica u razredu na srpskom jeziku (u kojem<br />postoje jasni jezički znaci za obeležje roda) i na<br />mađarskom jeziku (koji ne poznaje kategoriju<br />roda u tipolo&scaron;kom sistemu jezika).<br />Teorijski okvir čini teorija iz rodnih studija o<br />vi&scaron;estrukim identitetima (Batler 2010 [1990],<br />2001 [1993] ) i &bdquo;činjenje roda&ldquo; (West,<br />Zimmerman 1987), u kojem se analiza diskursa<br />afirmi&scaron;e kao najpogodnija.<br />Hipoteza je da je implicitna rodna<br />diskriminacija deo skrivenog diskursa i<br />eksplicitne diskursne upotrebe jezika nastavnica<br />u razredu.<br />Korpus empirijskih podataka čine: 1.<br />razgovor u razredu (transkripti video i audio<br />zapisa dva &scaron;kolska časa maternjeg jezika u<br />srpskom i mađarskom odeljenju 8. razreda u<br />dve osnovne &scaron;kole u Subotici); 2. tekstovi<br />nastavnih programa i čitanki za isti razred<br />srpskog jezika (kao maternjeg i nematernjeg) i<br />mađarskog (kao maternjeg) 3. neverbalno i<br />verbalno pona&scaron;anje učenika i učenica na<br />&scaron;kolskoj priredbi (dva video zapisa snimljena<br />na Danu &scaron;kole u dvojezičnoj osnovnoj &scaron;koli sa<br />nastavom na srpskom i mađarskom jeziku).<br />Rezultati pokazuju da: 1. nastavni čas<br />strukturiraju i vode nastavnice - njima pripada<br />govoreni prostor u oba odeljenja, postoje<br />razlike u njihovim diskursnim strategijama<br />(oslovljavanju, prekidanjima, preklapanjima)<br />prema učenicima i učenicama. 2. Rodno<br />osteljiva analiza nastavnih planova i čitanki<br />nije konstatovala integraciju rodne<br />ravnopravnosti u udžbeničke koncepcije i<br />sadržaje, nego potvrđuje rodne stereotipe i<br />implicitnu i eksplicitnu diskriminaciju po<br />polu/rodu; 3. Analiza sadržaja i oblika</p><p>osnovno&scaron;kolskih godi&scaron;njih priredbi potvrđuje<br />da je koncepcija priredbi u funkciji razvijanja<br />multikulturalizma, ali dijalog kultura izostaje.<br />Hipoteza je potvrđena.<br />Zaključujem da razgovor u razredu utiče na<br />formiranje rodnih, jezičkih i kulturnih identiteta<br />učenika i učenica po rodu kao komponenti<br />njihovog identiteta. Zato u dvojezičnim<br />&scaron;kolama treba organizovani posebne oblike<br />nastavnih sadržaja, strukture časa, razgovornog<br />i pisanog materijala kojim bi se ove kategorije<br />vrednosti i pona&scaron;anja i jezički uobličavali za<br />potrebe rodnog identiteta. Preporuka je da oni<br />koji kreiraju obrazovne politike i kurikulume za<br />obrazovanje nastavničkog kadra kao i autori_ke<br />nacionalnih kurikuluma za &scaron;kole i udžbenika<br />podignu svest o važnosti neposredne interakcije<br />u razredu.</p> / <p>The aim of the research is to show the<br />existence of implicit gender discrimination in the<br />hidden curriculum in primary education that is<br />reflected in the interaction between the teachers<br />and the pupils in the classes taught in Serbian<br />(with clear grammar gender markers) and<br />Hungarian (which does not recognize the gender<br />categories).<br />The theoretical framework is based on the<br />theory of multiple identities in gender studies<br />(Batler 2010 [1990], 2001 [1993]) and &ldquo;doing<br />gender&rdquo; (West, Zimmerman 1987), where<br />discourse analysis is considered to be the most<br />suitable tool for investigation of this topic.<br />The paper starts from the hypothesis that the<br />implicit gender-based discrimination is part of<br />the hidden classroom discourse and the explicit<br />language used by teachers in the classroom<br />setting.<br />The corpus consists of: 1.a classroom talk<br />(the fine transcript of two video and audio<br />recordings of mother tongue lessons in Serbian<br />and Hungarian classes made in the eighth grade<br />in two primary schools in Subotica), 2. texts<br />taken from the curricula and the eighth grade<br />textbooks used in classes in Serbian (taught<br />either as a mother tongue or a second language)<br />and Hungarian (taught as mother tongue); 3.<br />nonverbal and verbal behaviour of pupils during<br />the school events (two video recordings made<br />during &ldquo;The School Day&rdquo; in a bilingual primary<br />school where teaching is conducted in both<br />Serbian and Hungarian).<br />The results of the empirical investigation are<br />as follows: 1. classes in both classrooms were<br />structured and led by teachers &ndash; classroom<br />interaction time was mostly taken by teachers.<br />Also, certain differences have been identified<br />concerning the teacher-pupil discourse strategies<br />in terms of addressing pupils, interruptions and<br />overlaps; 2. the gender sensitive analysis of curricula and textbooks has shown that gender<br />equality principle is not their integral part.<br />Instead, textbooks reflect gender bias and<br />discrimination by gender/sex; 3. the analysis of<br />the types and content of school events has shown<br />that although these events were aimed at<br />developing multiculturalism, the dialogue<br />between cultures was missing.<br />Therefore, the hypothesis has been<br />confirmed.<br />It has been concluded that classroom<br />interaction influences the formation of gender,<br />linguistic and cultural identities of both female<br />and male pupils. Hence, bilingual schools should<br />pay attention to class structure, devising specific<br />teaching contents, and creating spoken and<br />written materials which would help to develop<br />the aforementioned values and types of<br />behaviour. The general recommendation is that<br />educational policy makers as well as national<br />curriculum and textbook authors should make<br />effort to raise awareness about the importance of<br />immediate classroom interaction.</p>