In 2012 clashes between Catholic canonical law and Canadian common law regarding sexual minorities continue to be played out in Canadian Catholic schools. Although Section 15 of the Canadian Charter of Rights and Freedoms ensures same-sex equality in Canada, this study shows that some teachers in Alberta Catholic schools are fired for contravening Catholic doctrine about non-heterosexuality, while Ontario students’ requests to establish Gay/Straight Alliances are denied. This study seeks to uncover the causes and effects of the long-standing disconnect between Canadian Catholic schools and the Charter by comparing the treatment of and attitudes towards lesbian, gay, bisexual, transgender and queer (lgbtq) teachers and students in publicly-funded Catholic school systems in the provinces of Alberta and Ontario. I employ a multi-method qualitative research framework involving: 1) semi-structured interviews with 20 participants (7 current and former teachers and 13 former students), 18 of which are re-presented as condensed narratives; 2) media accounts that illustrate the Catholic schools’ homophobic environment; and 3) two key Alberta and Ontario Catholic policy and curriculum documents. The central question driving this study is: How does power operate in Canadian Catholic schools? Is it exercised from the top down solely, or are there instances of power rising up from the bottom as well? To answer this question, I draw upon the critical theories of Gramsci (1971), Althusser (1970/2008), Foucault (1975/1995), and Giroux (2001) in order to explain the phenomenon of “holy homophobia” in Canadian Catholic schools. The chief finding of this study is that contradictory Catholic doctrine on the topic of non-heterosexuality is directing school policy and practice regarding the management of sexual minority groups in Alberta and Ontario Catholic schools, positioning these schools as potential hotbeds for homophobia. Hopefully, this thesis can one day serve as a resource for anti-homophobia education researchers and practitioners, school administrators, educators and students who are interested in eliminating religiously-inspired homophobia in school settings.

This paper examines in what way the heterosexual matrix is challenged by Stephenie Meyer in Breaking dawn (Så länge vi båda andas). By doing a thematic study on the various family constellations appearing in the novel, I search for the queer elements in it. I discuss incest, family building and motherhood, and find that there are numerous queer elements associated with the themes I have chosen. I conclude that the Cullen family challenges the heterosexual matrix, despite not being typical queer vampire characters. I also find that building a successful family is not based on gender or constellation otherwise, but is instead dependant on democracy and equality. Bella has a desire to taste the blood of both her daughter and her father, interpreted as an incestuous desire. I find similarities between Bella’s extreme motherhood behaviors and how drag show artists parody gender. / Denna uppsats undersöker på vilka sätt Stephenie Meyer utmanar den heterosexuella matrisen i Så länge vi båda andas. Genom att göra en queerteoretisk temastudie utifrån temat familj undersöker jag de queera elementen i texten. Jag behandlar incest, familjebildning och moderskap och kommer fram till att det finns många queera inslag i mina valda teman. I min analys drar jag slutsatsen att familjen Cullen, trots att de inte är klassiska queera vampyrkaraktärer ändå utmanar den heterosexuella matrisen. Jag kommer även fram till att framgången i en familjebildning inte ligger i kön, eller konstruktion, utan i demokrati och jämställdhet. När Bella åtrår sin faders och dotterns blod tolkar jag detta i sin kontext som ett incestuöst begär. Jag jämför extremismen i Bellas moderskap med hur dragshowartisten parodierar genus.

The purpose of this essey is to investigate whether and if so how women's separatist music rooms can create an extended acting space for female musicians. To do this, I have conducted an interview study of organizers and former music participants at the organizations Popkollo and Femtastic. The analytical discussions is held with the theoretical approach of Judith Butler's "heterosexual matrix" and Cecilia Björck's interpretation of Michel Foucault's "The gender disciplinary gaze". The results show that the main reason to choose women's separatist music room has been a longing to ”take place” and to ”get to the be yourself". Furthermore, the results show that the room enabled a liberation from outsiders ideal images of the "mild" and "fragile" female musician, whereupon more expressive positions was made possible. The study also reveald a dilemma in a balance to be liberated, but at the same time adapt to popular music gender-coded ideals. Furthermore the results show that in this context it is sometimes perceived as disfavouring to be coded as both a female artist and a feminist. This is because of the tendency to be seen and treated as a homogenous group with a common political agenda. Finally, I note, however, that women's separatist music room at least can create possibilities for an extended acting space as the informants has expressed a development both personally and musically.

The purpose of this paper is to see how differences are handled in preschools, with a focus on children with homo- or bisexual parents. By doing this we wanted to see how the conditions for a child with homo- or bisexual parents looks like, in order to have their family conditions mirrored, confirmed and visualised in the preschool. The foundation for the discussion is a questionaire which has been answered by 229 preschool workers from 24 different preschools in the City of Stockholm. The result of the questionaire has been handled in a statistics program. Our analysis is based on the statistical numbers and the written replies to the open questions in the questionaire. As a theoretical starting point we have used Iris Marion Young’s ideas about how our society is coloured by an ideal of similarity that defines liberation as the transcendence of group difference, where the dominant group cannot see how their perspective is just one of several perspectives. Furthermore, we use Tiina Rosenberg’s thoughts on the two main principles of heteronormativity and her focus on the sexed and sexual norms from which we organize our assumptions about our sex, sexuality and family. We also use Ann Runfors’ experiences of how differences are turned in to similarities when immigrant background is dealt with in the Swedish school. Our results show that the nuclear family is still the norm when speaking about family in preschools and that the knowledge concerning children with homo- and bisexual parents is slight. Many of the informants believe that differences are best dealt with by treatin all children equally. A great number of the informants assume that giving attention to the rainbow children contributes to inequality and a negative distinction of the child as different. There are also informants that request more knowledge on the subject to be able to treat children and parents in an inclusive way. We believe that differences have a social significance, which is why we are convinced that preschools ought to become aware of how the heterosexual norm is being reproduced. By reflecting on society’s norms and values, the preschools would be able to help the rainbow child to be proud of its family and in this way counteract heterosexism. / Syftet med detta utredningsarbete är att se hur olikheter hanteras på förskolan, med fokus på barn med homo- eller bisexuella föräldrar. Genom detta ville vi se hur förutsättningarna för ett barn med homo- eller bisexuella föräldrar ser ut för att få sin familjesituation speglad, bekräftad och synliggjord på förskolan. Underlaget för diskussionen är en enkät som besvarats av 229 personer som arbetar på 24 olika förskolor inom Stockholm stad. Resultaten från enkäten har hanterats i statistikprogram. Vi baserar vår analys på de statistiska uppgifterna och de skrivna kommentarerna till de öppna frågorna i enkäten. Som en av våra teoretiska utgångspunkter har vi använt oss av Iris Marion Youngs idéer om hur vårt samhälle är färgat av ett likhetsideal, där den priviligerade gruppen inte kan se att deras föreställningar om hur saker och ting är bara är ett av flera perspektiv. En annan utgångspunkt är Tiina Rosenbergs tankar om heteronormativitetens två bärande principer och det fokus hon lägger på de könade och sexuella normerna utifrån vilka vi organiserar våra föreställningar om kön, sexualitet och familjebildning. Vi använder oss också av Ann Runfors erfarenheter av hur olikhet görs till likheter när invandrarskap hanteras i den svenska skolan. Våra resultat visar att kärnfamiljen fortfarande är norm då förskolorna talar om familj och att kunskapen om barn med homo- och bisexuella föräldrar inte är stor. Många informanter menar att olikhet bäst hanteras genom likabehandling av alla barn. Informanterna uppfattar i stor utsträckning att uppmärksamhet på regnbågsbarnen bidrar till ojämlikhet och ett negativt särskiljande av barnet som annorlunda. Det finns även informanter i materialet som efterfrågar mer kunskap för att kunna bemöta barn och föräldrar på ett inkluderande sätt. Vi menar att olikheter har social betydelse. Det är därför förskolan bör, genom reflektion över hur samhällets normer och värderingar ser ut, bli medvetna om hur heteronormen reproduceras på förskolan för att kunna hjälpa regnbågsbarnet att känna stolthet över sin familj och att för att på så sätt motverka heterosexism.

The purpose of this study is to explore how people construct their intimate relationships, and to describe the patterns of connection and disconnection and their meanings within the social and cultural contexts of these relationships. It attempts to describe how the participating couples' relationships may or may not have changed due to the research process consisting of reflections and joint story telling, and the interventions of the researcher. Social constructionism is the epistemological framework of this study and indepth unstructured interviews with a cohabiting and a married couple were conducted. Hermeneutics was the method used to analyse the data. The participants' stories were recounted through the researcher's lens in the form of themes characterising their relationships. A comparative analysis was undertaken between the common themes identified in the two participating couples and literature. The information gained could assist couples and professionals in respecting heterosexual intimate relationships in their specific contexts. / Psychology / M.A. (Clinical Psychology)

Sex work is a highly debatable subject in the field of psychology but little has been said about sex work and resilience. Challenges associated with criminalisation of sex work are rife but sex work continues to exist. This study explored the ability of heterosexual street based female sex workers (FSW) to ‘bounce back’ from challenges they face. The study employed qualitative paradigm and a transcendental phenomenological design was used. Snowballing sampling was used to select twelve FSW who participated in semi structured interview. Thematic analysis was used to extract recurrent themes across participants. Participants reported being victimised and physically and verbally abused by clients and the public. FSW showed their resilience by rationalising their role with having a purpose in working as FSW, obligation as bread winners and regarding sex work as legitimate work. They adopted psychological survival techniques and used various safety techniques to cope. The results emphasised importance of employing resilience and strength based approaches in researching and developing training and psychological programmes for sex workers. / Psychology / M.A. (Psychology)

This thesis operates, unashamedly, from the premise that every act of criticism involves a self-reflexive gesture of one's own concerns and ideological imprintings. For this reason Chapter One establishes the writer's own involvement - both autobiographical and theoretical - in notions of male rage and the 'working through' of these concerns. Chapter Two conducts an overview of male rage and the extant systemic literature on the subject. It sets out the various positions on the subject and posits the importance of gender (over generation) in the praxis of therapy. Furthermore, it explores the possibility that the male is equally, but differently, troubled by the hegemonic forces of patriarchy as is the woman. Without diminishing the legitimacy of the woman's experience in the face of male rage, the argument is forwarded that the male is caught in a similar struggle but without the feminine articulatory resources. This chapter details the lack of male power in the face of his supposed muscular omnipotence. Seminal analytic approaches to the question of gender are raised in Chapter Three. Working through Freud, Klein, Lacan and Masters and Johnson an attempt is made to plot the 'evolution' of the feminine and the masculine. Central to this debate is the bi-polarization of gender relations within the same sex (biology/construction) and without (phallic/vaginal, clitoral, passive/active). What emerges is that femininity is bi-focal and that the woman has more resources at her disposal that hitherto acknowledged. While the woman is always double - as both clitoral and vaginal, as lover and mother- it appears that male sexuality is far more precarious than generally perceived. It is this dis-ease on the part of the male that translates itself into envy and, with it, the need to denigrate and belittle woman as the object of that envy. In Chapter 4 an attempt is made to overlap the seemingly divergent fields of analytic and systemic methodologies via the involvement of the therapist in the eco-system of analysis. The substantial role of the therapist -- and the coercive forces placed on him/her by the couple -- is used to modify Elkaim's model and to introduce the need for a telling of the particular stories that concentrate on the unique narratives of the warring couple rather than the patriarchal regime under which these stories are constrained. Before encountering these narratives an essay is made at establishing a methodology of sorts. Newton's scientific formulations are used in order to question the binary opposition that has been, historically, established between quantitative (male) and qualitative (female) methodologies. In the process of questioning this binary opposition it becomes clear that any form of objectifying approach constitutes a refuge from the messiness that is intrinsic to the therapeutic process. The experimental methodology that is posited is precisely one that engages in the narratives of male violence - four extracts are considered, each exposing different articulations of male violence. The question of female subjectivity (and the attendant power of the sorority) is returned to in light of these stories. Central to this section is the notion that male subjectivity is far more convoluted - perhaps more that the feminine counterpart - than initially conceived. The original identification with the (m)other forever displaces him in that the later identification with the father remains distant and contrived. For the purposes of maintaining the dialogic nature of this work, a feminist appraisal of the rage narratives concludes the thesis. Don Quixote is used, by way of an Epilogue, to offer three representations of male subjectivity and to look towards alternative subject positions for the male under patriarchy. / Psychology / D.Litt. et Phil. (Psychology)

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-06-04T12:26:22Z No. of bitstreams: 2 Dissertação - Frédéric Grieco Deij Moral Gil - 2018.pdf: 1232129 bytes, checksum: 24a0355217038150e82e1a723f45c60d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-06-04T12:31:03Z (GMT) No. of bitstreams: 2 Dissertação - Frédéric Grieco Deij Moral Gil - 2018.pdf: 1232129 bytes, checksum: 24a0355217038150e82e1a723f45c60d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-06-04T12:31:03Z (GMT). No. of bitstreams: 2 Dissertação - Frédéric Grieco Deij Moral Gil - 2018.pdf: 1232129 bytes, checksum: 24a0355217038150e82e1a723f45c60d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-05-11 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / In the novel Uma aprendizagem ou O livro dos prazeres by Clarice Lispector, originally published in 1969, the main characters, Loreley and Ulisses, seek their own psychological maturity, so that a deep and lasting affective-sexual relationship can be built between them. Thus, it is noticeable, in the process of psychological development sought by the protagonists of the novel, the establishment of a heteroeroticism between them, that is, of an eroticism between subjects that have different gender identities, within the binary logic of feminine-masculine that underlies the heterosexual matrix in our society. This heteroeroticism between Loreley and Ulisses is consolidated, throughout the narrative, through gender performativities, which are, as Judith Butler (2003, 2016) theorizes, discursive reiterations that aim to ensure the intelligibility of sexual differentiation socio-historically-culturally, amid a “regulatory ideal” that promotes the maintenance of certain power relations. However, there are not only maintenances of gender performativities of the heterosexual matrix throughout Lispector’s novel, but also some subversions/transgressions/inversions in relation to them, which can be identified, for example, in parodies – intertexts with critical distance (HUTCHEON, 1989) – with heteroerotic configurations present in the narrative. Thereby, this master’s thesis aims to analyze and reflect on how the heteroeroticism between Loreley and Ulisses is established, along textual and intertextual (parodistic) instances, either by leading to gender performativities of the heterosexual matrix, or by subverting them. In order to support the analysis proposed in this paper, I mainly resort to theoretical formulations by Linda Hutcheon (1989), Howard Bloch (1995), Elizabeth Grosz (2000), Judith Butler (2003, 2016), Zygmunt Bauman (2004), Simone de Beauvoir (2009), Kathryn Woodward (2012), Tomaz Tadeu da Silva (2012), Stuart Hall (2012), Georges Bataille (2014) and Michel Foucault (2012, 2013, 2015). / No romance Uma aprendizagem ou O livro dos prazeres de Clarice Lispector, publicado originalmente em 1969, os personagens principais, Loreley e Ulisses, buscam o próprio amadurecimento psicológico para que seja possível construir entre eles uma relação afetivo-sexualprofunda e duradoura. Dessa forma, é notável, em meio ao processo de desenvolvimento psicológico buscado pelos protagonistas do romance, o estabelecimento de um heteroerotismo entre eles, ou seja, de um erotismo entre sujeitos que possuem distintas identidades de gênero, dentro da lógica binária de feminino-masculino que alicerça a matriz heterossexual em nossa sociedade. Esse heteroerotismo entre Loreley e Ulisses é consolidado, ao longo da narrativa, através de performatividades de gênero, que são, como teoriza Judith Butler (2003, 2016), reiterações discursivas que visam a assegurar sócio-histórico-culturalmente a inteligibilidade da diferenciação sexual, em meio a um “ideal regulatório” que agencia a manutenção de certas relações de poder. Entretanto, não ocorrem apenas manutenções das performatividades de gênero da matriz heterossexual ao longo do romance de Lispector, mas também algumas subversões/transgressões/inversões em relação a elas, que podem ser identificadas, por exemplo, em paródias – intertextos com distanciamento crítico (HUTCHEON, 1989) – com configurações heteroeróticas presentes na narrativa. Assim sendo, esta Dissertação objetiva analisar e refletir sobre como o heteroerotismo entre Loreley e Ulisses é estabelecido, ao longo de instâncias textuais e intertextuais (parodísticas), ora agenciando as performatividades de gênero da matriz heterossexual, ora subvertendo-as. Para embasar a análise proposta neste trabalho, conto principalmente com formulações teóricas de Linda Hutcheon (1989), Howard Bloch (1995), Elizabeth Grosz (2000), Judith Butler (2003, 2016), Zygmunt Bauman (2004), Simone de Beauvoir (2009), Kathryn Woodward (2012), Tomaz Tadeu da Silva (2012), Stuart Hall (2012), Georges Bataille (2014) e Michel Foucault (2012, 2013, 2015).

In this essay seven children’s books aimed at the age group 6-9 years are read using a matrix to determine if the characters, from a viewpoint considering current gender norms and power, are normative, norm-breaking or falsely norm-breaking. The latter means that they have been attributed transgressive characteristics without there being any shift in power balance from the masculine to the feminine. Results show that the authors have tried to break gender norms, for example with regards to the child -characters’ clothes, which are consistently very alike regardless of gender. These efforts remain shallow as the power still rests with the boys, whose awareness of their own position within the gender -power system give them a sense of intrinsic power (power-to). The female characters reflect societal gender norms by being self-effacing, compliant and reactive, for example by praising the boys, providing them with room to be competent as well as both silencing themselves and letting themselves be silenced. The boy -characters show falsely norm-breaking behaviour in some areas, for example by having atypically broad emotional spectra, yet the boys’ superiority is retained and is reflected in their behaviour towards the female characters. / I denna uppsats granskas sju stycken barnböcker för åldersgruppen 6–9 år utifrån en matris för att bestämma ifall karaktärerna, med utgångspunkt i rådande genusnormer och i förhållande till makt, är normativa, normbrytande eller falskt normbrytande. Det senare innebär att de tillskrivs transgressiva egenskaper, utan att någon maktförskjutning från det maskulina till det feminina sker.Resultatet visar på försök från författarnas sida att bryta genusnormer, t.ex. vad gäller barnkaraktärernas kläder som genomgående är mycket lika oavsett genustillhörighet. Dessa försök blir dock ytliga då makten i de flesta fall fortfarande vilar hos pojkarna, vilkas medvetenhet om sin position i könsmaktssystemet ger dem en inneboende känsla av makt (power-to). De kvinnliga karaktärerna reflekterar samhällets normer genom att vara omvärldsorienterade, fogliga och reaktiva, t.ex. genom att berömma pojkkaraktärerna, ge dem utrymme att vara kompetenta samt att både tysta sig själva och låta sig tystas. Pojkkaraktärerna visar på vissa områden exempel på falskt normbrytande beteende, t.ex. genom att ha atypiskt breda känslospektra, medan pojkarnas överordning kvarstår och reflekteras i deras beteende gentemot flickkaraktärerna.

MA (Psychology) / Department of Psychology / See the attached abstract below