In Los Angeles County, California, approximately 2,245 victims of child sex trafficking were identified between 1997 and 2012. Several authors believed that poverty was linked to child sex trafficking because it increased the vulnerability of victims. The purpose of this nonexperimental, correlational study was to explore the question of how poverty was related to child sex trafficking in Los Angeles County, California. Intersectionality from the third wave of feminist theory was used as the theoretical underpinning of this study. Using data from the United States Census Bureau and the Federal Bureau of Investigation, information was collected on 97 counties in the southwestern portion of the United States that had a minimum population of 100,000 people and at least 1 arrest of a minor for prostitution between the years of 1997 and 2012. Analysis of the nonnormal data through a Friedman test indicated that differences in the medians existed in the levels of the child sex trafficking variable, but follow up tests did not reveal the sources of the differences. Kendall's W test results indicated a lack of concordance, and Spearman's correlation did not indicate that a monotonic relationship existed between the variables when tested by year, except for 1998. These results failed to provide the evidence needed to reject the null hypothesis. The relationship between poverty and child sex trafficking at the county level could not be measured by income and through a portion of the victim population. Differing measurements of poverty, varying levels of analysis, and diverse applications of intersectionality may yield different results. Ultimately, this study was a first step, rather than a final step, in creating positive social change through increased knowledge and more effective policies against sex trafficking.

Racial justice activists in Tampa Bay comprise a community and culture structured as a movement of social transformation. Data from eleven interviews and more than 100 hours of participant observation show that activists consist of a diverse array of Tampa Bay residents of varying ages, genders, sexualities, racial/ethnic identities and livelihoods. This community is best described by their beliefs and practices of ideology steeped in intersectionality and anti-capitalism, and are motivated by or empathetic to racial injustices directly experienced by them or those around them. The intention of this paper is to describe activists as they are rather than as they are depicted in the popular imagination, as well as to share the insights of racial justice activists to the public for their own use in resisting injustices.

O presente trabalho tem como objetivo investigar a experiência vivida por mulheres idosas. Justifica-se na medida em que há fortes indícios de que o envelhecimento da população feminina seja subjetivamente vivenciado como condição na qual se articulam, interseccionalmente, opressões de gênero, idade e classe social. Organiza-se metodologicamente como pesquisa qualitativa empírica com o método psicanalítico e caracteriza-se como estudo psicossocial, procurando investigar os modos pelos quais processos emocionais e sociais implicam-se mutuamente. Centra-se no estudo de casos selecionados dentre aqueles atendidos durante doze anos de trabalho em instituição de saúde pública especializada na atenção à saúde de idosos. Considerado à luz do método psicanalítico, esse material possibilitou a produção interpretativa de quatro campos de sentido afetivo-emocional, denominados: Sofrendo a Decadência do Corpo, Sofrendo por Ser Mulher, Sofrendo pela Solidão e Sofrendo na Cidade Grande. O quadro geral permite a proposição de que, apresentando-se fortemente marcada por sentimentos de desamparo, humilhação e injustiça, a experiência vivida pelas participantes deve ser compreendida não apenas como intimamente associada às mudanças corporais, características do processo de envelhecimento, mas também como sofrimento subjetivo socialmente determinado, demandando uma clínica compreensiva, que seja sensível ao padecimento e atenta às condições concretas de vida / The present study aims to investigate the lived experience of elderly women. It is justified in that there is strong evidence that the aging of the female population is subjectively experienced as a condition in which gender, age and social class are intersectionally articulated. It is organized methodologically as an empirical qualitative research with the psychoanalytical method and is characterized as a psychosocial study, seeking to investigate the ways in which emotional and social processes demand to be understood as always implicated in each other. It focuses on the study of selected cases among those attended during twelve years of work in a public health institution specializing in the health care of the elderly. Considered in the light of the psychoanalytical method, this material permit the interpretative production of four affective-emotional meaning field named: \"Suffering the Decay of the Body\", \"Suffering for Being a Woman\", \"Suffering for Solitude\" and \"Suffering in the Big City\". The general framework allows the proposition that being strongly marked by feelings of helplessness, humiliation and injustice, the participants\' emotional experience must be understood not only as closely associated with the body changes that characterize the aging process, but also as socially determined subjective suffering, demanding a comprehensive clinic that is sensitive to suffering and attentive to the concrete conditions of life

This essay aims to analyze how The Long Way to a Small Angry Planet (2014) by Becky Chambers differs from a majority of science fiction novels regarding its depiction of gender and love. The theoretical approach used is gender studies and heteronormativity, with a focus on Judith Butler’s heterosexual matrix, and Dorthe Staunes’ definition of intersectionality. The findings of this essay show that this novel deviates from the status quo of having a white, heterosexual male as the protagonist and instead employs a primarily non-white, multi-species crew as its main characters. Characters with disabilities are given the right to exist in their own right, instead of existing as individuals who need to be cured through technology. The notion of love is also depicted in a nuanced way, where romance does not have to be an important factor in order to have a fulfilling relationship. In regard to gender, Lovey’s forming of her gender identity, with her being an AI, sets this novel apart from the majority of science fiction novels. There are aspects in this novel that still adhere to the heterosexual matrix but the aspects that veer away from this, such as the Aandrisks’ family structures, deviate in such a way that it sets The Long Way to a Small Angry Planet apart from a number of other contemporary science fiction works.

<p>Symbolic resources transform in to social power and material resources through the educational system. This entails that all students should have equal access to it.</p><p>The essay compares Swedish didactics in “immigrant” and “white” schools, all situated in socio-economically underprivileged areas, analysing interviews with eight Swedish teachers about their didactics regarding restricted and elaborated language code.</p><p>Understanding teacher’s work in the class room requires attention to the intersections between race and class, and of both to the distribution of symbolic resources in general.</p><p>The essay finds that the practice of the” immigrant” school teachers differs from the “white” school teachers’. The former are active, providing intellectual tools, scaffolding and driving force while the later choose a more passive attitude, letting students decide for themselves what to do and what goals to reach. Consequently “white” schools allow the reproduction of unequal distribution of symbolic resources while practice in immigrant schools aim to compensate for disadvantages.</p><p>Practice seems to win legitimacy by different sets of conceptualisations. Immigrant students are envisaged like persons in need of help with low self-esteem and low drive. “White” students are looked upon as self-sufficient hedonists with a “natural” language competence.</p>

<p>In this thesis I have done a discourse analysis of the documentary movie <em>A Jihad for Love</em>. <em>A Jihad for Love </em>came out 2007 and is directed by Parvez Sharma. The documentary movie is about homosexual Muslims and their jihad, struggle, for love and to be accepted in a world where they are barely recognized as a group. My aim of the thesis was to see how the movie portrays the persons who are in the film and their relationship to Islam and who gets access to the religion. I have also analyzed if Islam can be used to strengthen the sexual identity or if it works in the opposite way. I have used the theoretical instrument of intersectionality and religious proximity with a gender perspective with focus on sexuality and religion to analyze my material.</p><p>My conclusions of the thesis are that the men in the movie are often more portrayed as active subjects that can use the religion as a tool to strengthen the sexuality. The women are more portrayed as inactive objects that cannot use the religion to strengthen their sexual identity because of different power axes, like gender and sexuality, which collide and with each other. Another conclusion is that men have a higher grade of religious proximity which makes them closer to God, whereas the women traditionally don’t have the same closeness to God and cannot therefore have the same power in the religious hierarchy.</p><p> </p>

<p>The aim of this paper is in part to distinguish the ideas raised in the Swedish political debate on the new discrimination law in relation to protection of groups. Is protection by law against discrimination needed for the individual or the group? If it is needed for members of groups, are these groups viewed on as static or variable. Are there any conflicts present between group interests? We link these ideas to three different theoretical perspectives: multiculturalism, feminism and intersectionality and further examine the differences and contradictions between the perspectives represented by members of parliament. Drawing on the political debate and documents formulated within the government, this paper analyzes views on identity by group through the use of idea analysis. The main conclusions of this paper are the following. All theoretical views chosen are present within the debate. The representatives of feminism and multiculturalism call for distinctive needs. However, the philosophical debate current them between is not represented in the political debate on the discrimination law. The feminist concern stands without a multicultural opponent. The perspective on intersectionality is included in the debate but the understanding is quite incoherent. The government representatives choose to propagate for the principle of equal treatment instead of a variable view on groups.</p>

The cooperative design approach, which research and practice have proven to be successful in several ways, is based on understanding users and their contexts through a variety of methods. This approach of working closely together with the users, however, is not the same thing as letting the users decide themselves what to design. Rather it means that designers in an interdisciplinary research team, working in close collaboration with the users, will use their design skills and collected knowledge about the users to produce good designs. Though cooperative design has proven successful, there are ways in which it could be improved. Cooperative design derived as a result of criticism about the lack of focus on users in the design process. In this sense, cooperative design has been the critical view, whereas socio-cultural perspectives such as gender, values and power relations have been either suppressed, deliberately or not, or not taken into consideration to the full extent that they could be. In contrast, three important elements of cultural studies research are meaning, identity and power. Research in this field examines the relationship between people and context, and between cultural and social practices, as well as on forces that change or preserve power structures. One aim of this thesis is to emphasise the importance of these issues within cooperative design. The focus of my thesis is to, through a phenomenological approach and a critical view of the different cooperative design projects I have participated in, discuss issues that have either been part of the projects’ structure, or have been imposed on the projects by circumstances that perhaps could not be foreseen. Three main issues that need further investigation to understand how they affect the design process are discussed: language and meaning, the individual in the group-oriented activities of cooperative design, and finally power relations and structures. I use myself as the subject through which the socio-cultural and critical viewpoints are shown. My aim is to show that there are aspects of the individual researcher in the cooperative design process that impact the design space and design. Through a critical discussion of the projects and related issues, this thesis argues that the cooperative design process can involve data and methods that we do not always know how to handle. As a result, we can miss important aspects of the research or end up in difficult dilemmas. Therefore, we need to better understand on what grounds we make design decisions in the cooperative design process, investigate what effect the individual has in group-oriented design processes, and examine how culture, language and power structures guide us and how we use methods such as triangulation. I believe that researchers need to evaluate our cooperative design process from the outside, with the goal of improving these processes. / QC 20100519

The purpose of this thesis is to study some of the everyday interactional processes that take place in a special teaching group of children diagnosed with AD/HD. This group operates in an elementary school in a Swedish multicultural neighborhood. The starting point of the study is that AD/HD is much more than a neuropsychiatric diagnosis in the school’s pedagogical practice. The diagnosis contributes to shape many of the complex processes related to identity, socialization and learning that take a central place in the group’s daily interaction. The thesis combines an ethnomethodological and intersectional approach to analyze the everyday interactional and conversational practices, as well as various institutional and social categorization processes, of importance to the group. The study is based on a one-year ethno-graphic fieldwork and focus mainly on field notes and video recordings collected during different teaching activities. The thesis explores how the teachers accomplish different arrangements and practices to meet the pupils’ special educational needs. By analyzing these arrangements and practices the study shows how teachers and pupils establish meaning and understanding of “the problematic pupil with AD/HD” in everyday interaction and in conversation. The focus is upon the role that practices like descriptions, categorizations, and identity attributions, play in the interaction between members of the group when they negotiate positions in terms of normativity and resistance. Also important is how the institutional ordering between teachers and the pupils is related to social orderings along the lines of disability, ethnicity, class and gender. The analysis shows how the everyday arrangements and practices applied in the group, in combination with the daily production of meaning, generate different selection and stigmatization processes that school and special teaching ideologies were trying to prevent. The study stress the need for new pedagogical approaches to increase the understanding of those processes, as well as the articulation of new pedagogical alternatives that better respond to pupils with special educational needs. / Pojkar i behov av särskilt stöd - en studie om maskulinitet, särbehandling och socialisation i särskilda undervisningsgrupper

Symbolic resources transform in to social power and material resources through the educational system. This entails that all students should have equal access to it. The essay compares Swedish didactics in “immigrant” and “white” schools, all situated in socio-economically underprivileged areas, analysing interviews with eight Swedish teachers about their didactics regarding restricted and elaborated language code. Understanding teacher’s work in the class room requires attention to the intersections between race and class, and of both to the distribution of symbolic resources in general. The essay finds that the practice of the” immigrant” school teachers differs from the “white” school teachers’. The former are active, providing intellectual tools, scaffolding and driving force while the later choose a more passive attitude, letting students decide for themselves what to do and what goals to reach. Consequently “white” schools allow the reproduction of unequal distribution of symbolic resources while practice in immigrant schools aim to compensate for disadvantages. Practice seems to win legitimacy by different sets of conceptualisations. Immigrant students are envisaged like persons in need of help with low self-esteem and low drive. “White” students are looked upon as self-sufficient hedonists with a “natural” language competence.