This paper describes what some 9th grade students think of their sex education in school, especially when it comes to gender, sexual identity, norms and deviation. I have been using group interviews in two different schools, two groups per school. The result of the students' answers have been analysed on the basis of queer theory focusing on gender and sexual identity. The result of the study shows that the students consider their sexual education to be lacking, especially when it comes to gender, sexual identity, norms and deviation. Another conclusion of the analysis is that a sex education grounded in queer theory would be more inclusive.

This thesis presents theatrical queer feminist interpretations of architecture staged within a series of architectural scenes: architect Eileen Gray’s building E.1027 in the south of France (1926-29); author Natalie Barney’s literary salon at 20 rue Jacob, Paris (1909-1968); and author Selma Lagerlöf’s former home and memorial estate Mårbacka, situated in mid-west Sweden and transformed between 1919 and 1923. Interpreted as queer performative acts, or enactments of architecture, these cases bring into play the interconnectedness of material container, the setting, the deeds and the actors. A broad aim of the thesis is to explore the role played by architecture in the social and cultural constructions of bodies, in particular in relation to gender and sexuality. Architecture is investigated as one of the subjectivating norms that constitute gender performativity. The thesis is thus not only about but also operates through enactment. It masquerades as a series of lectures written in the form of scripted drama. The aim of this formal experiment is not only to explicate and critique from a detached perspective but also to represent architecture in the process of being enacted. Architecture is investigated not only as a theoretical metaphor but also as a concrete material practice always entangled with subject positions. With this exploration into the queerness and the theatricality of architecture, Behind Straight Curtains seeks to affect both the analysis and enactment of architecture and contribute to an architectural shift towards a built environment that does not simply repeat repressive structures but attempts to resist discrimination and dismantle hierarchies. / QC 20100630

This thesis is a queer analysis of two graphic novels by writer Alan Moore: The League of Extraordinary Gentlemen series (art by Kevin O’Neill, 1999-Present) and Lost Girls (art by Melinda Gebbie, 1992-3). These two works re-contextualize familiar characters such as Dr. Jekyll and Mr. Hyde, Mina Murray, and Alice to uncover both the liberating desires and the sexist, homophobic, and imperialistic anxieties underlining historically popular fiction. Focusing on three characters utilized in Moore’s work, this thesis argues that the ideological associations with those chosen characters and the reconstructions of queerness in their narratives offer contemporary subjects resistance to limiting cultural tendencies and create an alternative space that call attention to phobic societal constructs. Both Lost Girls and the League series redefine discursively constituted identities and offer the potential to re-write normative codes of sex and sexuality.

This paper will consider the function of queer space and presence in the post modern horror film genre. Beginning with George Romero’s 1968 film Night of the Living Dead and continuing through to contemporary examples of the genre, the paper posits the function of the queer monster or monstrous as integral to and representative of the genre as a whole. The paper analyzes both the current theory and scholarship of the genre and through Lacanian psychoanalytic theory and queer theory offers a theory of how these theories can add to existing theory and scholarship.

Despite the fact that women make up a large proportion of participants in the environmental justice movement, the movement is still framed in terms of race and class. This thesis investigates the intersections of gender, sexuality, race, class, and environmental justice. I explore the prominent rolls that women play in grassroots environmental justice movements and the look at the discourses that surround gender and environmental justice through a queer studies and ecofeminist lens. I argue that motherhood narratives—while powerful motivators for activists and effective tools for creating resistance—can create a rhetoric that is exclusionary to people with non-normative sexualities and support heteronormative structures which ultimately hurts the movement. I suggest a new rhetoric that embraces plurality of voices including voices of motherhood—one that is based on an understanding of the connection between the oppression of many groups of people, and that of the environment.

Definitions of sexual orientation are reflections of theoretical positions within the essentialist versus social constructionist debate. A cognitive sociological approach to analyzing the positions within this debate allows theorists and researchers to be aware of three distinct theoretical positions or thought communities: natural kinds thought community, social kinds thought community, and empty kinds thought community. Standard content analysis and grounded theory methods are used to analyze the principles, strategies, and practices each thought community uses to mark group membership into various sexual categories. The analysis reveals that each theoretical perspective is marking group membership differently.

The object of this essay is the Swedish author Agnes von Krusenstjerna's novels Ninas dagbok (The diary of Nina) and Helenas första kärlek (Helena's first love) as well as the cycle novel Fröknarna von Pahlen (The misses von Pahlen). The purpose is to explore her use of the discourse of girls' fiction, which I analyse by the depiciton of women's sexual awakening, and her depiction of sadomasochism. The theories of Elaine Showalter, Jacques Derrida, Michel Foucault and Judith Butler are used. Women's sexual awakening is depicted similarly in the novels but more explicitly in Fröknarna von Pahlen. In Ninas dagbok and Helenas första kärlek there is an eroticization of dominance and submission, which is not explicitly sadomasochistic. In Fröknarna von Pahlen, sadomasochism is explicitly described as a "perverted" sexuality and reveals the inequality in the violent sexuality, which is described as "normal". The sexuality that is included in Fröknarna von Pahlen's ending utopia is a female same-sex sexuality, which is a further development of the intimate friendships that are often depicted through the discourse of girls' fiction. Accordingly, Fröknarna von Pahlen and its ending utopia can be interpreted as a "city of girls", that is a further developement of subjects such as female same-sex sexuality and sadomasochism that can only be implied within the discourse of girls' fiction.

Increasingly since the 1990s those of us who are interested in gender issues in education have heard the question: What about the boys? A discourse has emerged in New Zealand, as in other countries including Australia, Canada, the United States and the United Kingdom, that attention spent on addressing issues related to the educational needs of girls has resulted in the neglect of boys and problems related to their schooling. Positioned within this discourse, boys are depicted as disadvantaged, victims of feminism, underachieving or failing within the alienating feminised schooling environment and their struggles at school are seen as a symptom of a wider ‘crisis of masculinity'. This anxiety about boys has generated much debate and a number of explanations for the school performance of boys. One concern, that has remained largely unexamined in the Aotearoa New Zealand context, is that the dominant discourse of masculinity is characterised by a restless physicality, anti-intellectualism, misbehaviour and opposition to authority all of which are construed as antithetical to success at school. This thesis explores how masculinities are played out in the schooling experiences of a small group of 5, 6 and 7 year old boys in two New Zealand primary schools as they construct, embody and enact their gendered subjectivities both as boys and as pupils. This study of how the lived realities of schooling for these boys are discursively constituted is informed by feminist poststructuralism, aspects of queer theory and, in particular, draws on the works of Michel Foucault. The research design involved employing an innovative mix of data generating strategies. The discursive analysis of the data generated in focus group discussions, classroom and playground observations, children’s drawings and video and audio recording of the normal classroom literacy programmes is initially organised around these sites of learning in order to explore how gender is produced discursively, embodied and enacted as children go about their work and their play. The research shows that although considerable diversity was apparent as the boys fashioned their masculinities in these different sites, ‘doing boy’ is not inimical to ‘doing schoolboy’ as all the boys, when required to, were able to constitute themselves as ‘intelligible’ pupils (Youdell, 2006). The research findings challenge the notion of school as a feminised and alienating environment for them. In particular, instances of some of the boys disrupting the established classroom norms, as recorded by feminist researchers more than two decades ago, are documented. Concerns then, that “classroom practices reinforced a notion of male importance and superiority while diminishing the interests and status of girls” (Allen, 2009, p. 124) appear to still be relevant, and the postfeminist discourse “that gender equity has now been achieved for girls and women in education” (Ringrose, 2013, p. 1) is called into question. Amid the greater emphasis on measuring easily quantifiable aspects of pupils’ educational achievement, what this analysis does is to recognize the processes of schooling as highly complex and to offer a more nuanced response to the question of boys and their schooling than that offered by, for example, men’s rights advocates. It suggests that if we are committed to improving education for all children, the question needs to be re/framed so as not to lose sight of educational issues related to girls and needs to ask just which particular groups of boys and which particular groups of girls are currently being disadvantaged in our schools.

The relationship between the state and the people is a central theme in political theory. Discussions in this field have often centered on how a people can come to constitute a state. Less attention, however, has been directed toward the state’s role in constituting and recreating its people. This book examines the Swedish state’s role in forming the people by regulating the use of reproductive techniques: insemination, in vitro fertilization (IVF), and donations of sperm and eggs. The study focuses on how the issue of assisted reproduction was handled and problematized in Swedish policymaking between 1981 and 2005. What problem representations dominated the political debates and decision-making processes surrounding assisted reproduction? How was conflict expressed within the field of reproductive politics (i.e., what aspects caused conflict or political disagreement)? How did collective fantasies play into the political treatment of reproductive technologies? Using historical government and Riksdag material, four major policy debates have been analyzed, from the first legal regulation of assisted reproduction in Sweden in the 1980s up until the inclusion of lesbian couples as beneficiaries of gamete donation. Theoretically, the study is inspired by Ernesto Laclau and Chantal Mouffe’s political discourse theory, Lacanian psychoanalysis, and the “logics approach” developed by Jason Glynos and David Howarth. This combination of perspectives allows for a dual focus on both the form of political articulations and their affective force. Thus, the analysis tries to capture what was taken for granted within the discourse on reproduction (social logics), what arose as points of political conflict or contention (political logics), as well as the affective underpinnings of these social constructions and struggles (fantasmatic logics). The main result of the study is that even though the period saw a quite revolutionary development of new reproductive technologies, the reproduction policies under study took on much more moderate and hesitant character. Throughout the analyzed period there was a more or less consensual view that new reproductive technologies should only be allowed if they did not go against the “child’s best interest.” At the same time, there was significant political conflict over what constituted this interest. Moreover, the reforms that were made never fully embraced the radical implications of the new technologies. Rather, they clung on to previously established patterns of what a “real” family looked like. Thus, every move to allow a new technology or include another category of people as legitimate users of that technology was contingent upon the articulation of a discursive equivalence with previously naturalized methods of reproduction, ultimately taking the heterosexual, nuclear family as an implicit model. Finally, I argue that the production of “sense” in this terrain of radical undecidability was dependent on the mobilization of a series of collective fantasies about “natural life processes,” “nature’s imperfections,” “a humanist view of mankind,” “the stable, original nuclear family”, and so on.

This study examines the experiences of public library staff who works in an LGBTQ-profiled children’s library. The aim of the study is further to find out whether the library as an institution can challenge heteronormativity or if traditional gender identities are reproduced. I have conducted five qualitative interviews with librarians who all work in the same library, and who all work with children to some extent. The interview material is analyzed with queer theory and norm critical theories of pedagogy. These perspectives wish to critically examine heteronormativity and change what is defined as normal. The result of the study shows that the way the library works with separate rainbow shelves, where LGBTQ-themed material is gathered, is pointing out LGBTQ as something different. And although it may also shed a light on a group formerly made invisible, it is reproducing traditional gender identities and leaves heteronormativity unquestioned. By contrast, the way the librarians are working with always including LGBTQ-materials in programming as storytimes and book presentations, is challenging the dominant position of heterosexuality. It is also shown that the way the library staff has developed their written and oral communication with the patrons, including using the gender neutral pronomina ”hen” and alternatives to ”mom and dad”, is increasing the possibilities of an inclusive reception in the library. The oral communication is for various reasons not always used though. In conclusion the interviews show that the librarians are positive to working with LGBTQ-issues although they sometimes tend to forget. The study further concludes that the library’s way of working with LGBTQ-issues is both reproducing traditional gender identities, and challenging heteronormative structures. This is a two years master’s thesis in Library and Information Science.