While there is a “T” in the acronym for Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ), the focus in both academia and the real world often shifts solely to sexuality. Even though the real world discussion of sexuality (and perhaps academia’s as well) is also much lacking in both attention to all sexualities (not simply heterosexual and homosexual), there is also a distinct lack of awareness about subtleties all along both the sexuality and gender spectrums. Although sexuality can depend on gender to some extent, particularly where limiting prefixes related to the preference for a specific binary gender (such as ‘hetero,’ ‘homo,’ or ‘bi’) occur, gender is separate from sexuality and the two cannot be simply conflated. Once gender is separated from sexuality, the issue of teaching LGBTQ topics in the English as a Second Language (ESL) classroom becomes even more complex. Previous research in the field has focused exclusively on sexuality while using the LGBTQ acronym, which serves as a subtle erasure of gender identities that are not explicitly bound within sexual identity. In the ESL classroom, gender should be problematized so that gender identity is moved from the passive acceptance of an assigned set of performative behaviors to a conscientious decision made by an empowered agent. This battles both cisnormativity (the functioning assumption and cultural framework that all people identify with their assigned sex at birth, which in turn leads to ostracism of those who do not operate in gender normative ways) but also allows all ESL students, regardless of gender identity, to look critically at what defines their gender and what factors go into the construction of any particular gender. Considering that many ESL students are coming from gender constructions present in their own cultures, even if those constructions resemble the Western binary, this is an incredibly feasible option given that scholars, such as Ged (2013), have found that gender identity, like all other aspects of identity, must be renegotiated in the language learning process, with results from the first cultural gender identity that are necessarily different by virtue of being constructed in an entirely difficult culture. This thesis examines the Teaching English as a Second Language (TESL) corpus as it relates to non-binary gender identity and sexuality, as well as transgender and nonconforming topics in other disciplines, and suggests several means of opening up and reframing the conversation of gender in the ESL classroom. In addition, a modified replication of Dumas’s (2010) study tool towards measuring educator perceptions in the Language Instruction for Newcomers to Canada (LINC) classroom was used to poll the opinions of four pre-service and thirteen in-service with regards to transgender and nonbinary topics in the American ESL classroom. This thesis concludes that there needs to be more research completed in the area, that teacher perceptions and their role in the classroom should be studied further to recognize what understandings or misunderstandings regarding gender in America are making their way into the ESL classroom.

In this thesis I address the following questions: (1) How do dykes take up space in public in contemporary cities? (2) How does the ‘marching dyke’ emerge as a subject and what kind of subject is it? (3) How, in turn, do marching dykes affect space? In order to examine these questions I focus on the Toronto Dyke March to ask how it emerged in this particular time and place. The answer to each of these questions is paradoxical. I argue that the Dyke March is a complex, complicated and contradictory site of politics, protest and identity. Investigating ‘marching dykes’ reveals how the subject of the Dyke March is imagined in multiple and conflicting ways. The Toronto Dyke March is an event which brings together thousands of queer women annually who march together in the streets of Toronto on the Saturday afternoon of Pride weekend. My research examines how the March emerged out of a history of activism and organizing and considers how the March has been made meaningful for queer women’s communities, identities, histories and spaces. My analysis draws together queer and feminist poststructuralism, cultural geography literature on sexuality and space, and the history of sexuality in Canada. I combine a Foucaultian genealogy with visual ethnography, interviews and archival research. I argue that the Dyke March is an event which is intentionally meaningful in its claims to particular spaces and subjectivities. This research draws connections across various bodies of scholarship and offers an interdisciplinary contribution to the literature, contributing to discussions of queer women’s visibility and representation. Although my analysis is focused on Toronto as a particular site, it offers insight into broader queer women’s activist organizing efforts and queer activism in Canada.

In this thesis I address the following questions: (1) How do dykes take up space in public in contemporary cities? (2) How does the ‘marching dyke’ emerge as a subject and what kind of subject is it? (3) How, in turn, do marching dykes affect space? In order to examine these questions I focus on the Toronto Dyke March to ask how it emerged in this particular time and place. The answer to each of these questions is paradoxical. I argue that the Dyke March is a complex, complicated and contradictory site of politics, protest and identity. Investigating ‘marching dykes’ reveals how the subject of the Dyke March is imagined in multiple and conflicting ways. The Toronto Dyke March is an event which brings together thousands of queer women annually who march together in the streets of Toronto on the Saturday afternoon of Pride weekend. My research examines how the March emerged out of a history of activism and organizing and considers how the March has been made meaningful for queer women’s communities, identities, histories and spaces. My analysis draws together queer and feminist poststructuralism, cultural geography literature on sexuality and space, and the history of sexuality in Canada. I combine a Foucaultian genealogy with visual ethnography, interviews and archival research. I argue that the Dyke March is an event which is intentionally meaningful in its claims to particular spaces and subjectivities. This research draws connections across various bodies of scholarship and offers an interdisciplinary contribution to the literature, contributing to discussions of queer women’s visibility and representation. Although my analysis is focused on Toronto as a particular site, it offers insight into broader queer women’s activist organizing efforts and queer activism in Canada.

The research in this dissertation develops a multiperspective theoretical framework, which I describe as queer criticality, to guide the examination of discursive practices, educational policies, and public discourses that undergird heteronormativity and disproportionately impact the personal safety and professional wellbeing of sexual minority and gender variant (SMGV) teachers and students in Canadian K-12 schools. Queer criticality, as a theoretical construct, seeks to bring together and investigate aspects of critical theory, critical pedagogy, poststructuralism, and queer theory. My aim is not to attempt to reconcile these competing theories to produce a grand narrative or proscriptive way of theorizing; rather, I investigate the productive tensions that a notion of queer criticality can prompt for self-reflexive researchers when these theoretical perspectives are placed in dynamic relationship with one another. Accordingly, this collection of interwoven essays examine critically how research has positioned SMGV youth as both victims and, more recently, resilient survivors who experience a daily onslaught of homophobic, transphobic, and heterosexist violence in their schools, classrooms, and communities; it also explores interpretative frameworks and mobilization strategies used to politicize or privatize SMGV identities and concerns through educational policy and practice; and it utilizes empirical research to interrogate the lived effects of these heteronormative discourses and discursive practices on sexual minority teachers working for inclusive educational and social change; and transsexual teachers searching for a valued space and place for recognition of their personal and professional identities in their public schools. Ultimately, through these connected essays, this poststructural assemblage seeks to open up spaces for difference to be exposed and interrogated within K-12 public schools. It also works to help provide discursive materiality to sexual minority and gender variant identities by demonstrating how heteronormalizing discourses impact and shape the lived experiences of all teachers and students in Canadian schools. Ultimately, this research asks whose lives are deemed intelligible and, thus, liveable in our public schools. / Theoretical, Cultural, and International Studies in Education

Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-06-28T18:10:38Z No. of bitstreams: 1 DissMAG.pdf: 1418412 bytes, checksum: f60e4f8a4895083b4ee5735422059d6a (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-07T18:02:45Z (GMT) No. of bitstreams: 1 DissMAG.pdf: 1418412 bytes, checksum: f60e4f8a4895083b4ee5735422059d6a (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-07T18:02:51Z (GMT) No. of bitstreams: 1 DissMAG.pdf: 1418412 bytes, checksum: f60e4f8a4895083b4ee5735422059d6a (MD5) / Made available in DSpace on 2017-08-07T18:08:18Z (GMT). No. of bitstreams: 1 DissMAG.pdf: 1418412 bytes, checksum: f60e4f8a4895083b4ee5735422059d6a (MD5) Previous issue date: 2017-03-08 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / In the problematization of the insertion of the desire by disability, as sexual or identity pathologies, this project proposes an incursion into the terminology and biomedical configurations on the subject in order to understand which discourses are triggered when it is sought to discriminate as ‘sick’ those and those who seek to relate erotically to the disabled or who want to cause disabilities in their own bodies. For this, the intention is to investigate the clinical bibliography produced on devotees, pretenders and wannabes, aiming to systematize to the maximum historically the continuities and discontinuities in the creation of these 'pathological types'. Concomitantly, aiming to establish a critical dialogue with the biomedical knowledge on sexuality and disability, I propose a more theoretical theoretical incursion into one intersection between disability studies and queer theory, the so-called crip theory. / Ao problematizar as colocações do desejo pela deficiência como patologias sexuais ou identitárias essa pesquisa propõe uma incursão nas terminologias e configurações biomédicas sobre o tema a fim de compreender quais discursos são acionados quando se busca discriminar como ‘doentes’ aqueles e aquelas que buscam relacionar-se eroticamente com deficientes ou que querem causar deficiências em seus próprios corpos. Para isso, a intenção é investigar a bibliografia clínica produzida sobre devotees, pretenders e wannabes, almejando sistematizar ao máximo historicamente as continuidades e descontinuidades na criação destes ‘tipos patológicos’. Concomitantemente, almejando estabelecer um diálogo crítico com o conhecimento biomédico sobre sexualidade e deficiência, proponho uma incursão teórico bibliográfica mais pontual na intersecção entre disability studies e teoria queer, a chamada teoria crip.

[pt] Prostituição Travesti no Brasil: lendo agência e soberania por meio de sexualidades dissidentes investiga as subjetividades marginalizadas de travestis no contexto brasileiro para analisar discursos no âmbito local e internacional. Conduzo uma crítica de discursos sobre tráfico sexual e prostituição, apontando para a naturalização de normas de gênero que impedem o entendimento sobre experiências que excedem o binário prostituta versus vítima do tráfico. Para fazê-lo, analiso, por meio de uma perspectiva foucaultiana e queer butleriana, as subjetividades travestis que se constituem justamente no bojo das práticas de prostituição. Proponho, nesta lógica, que essas experiências permitem tanto sua resistência quanto sujeição às regulações de gênero que são legíveis. Por fim, apresento uma crítica à formação de uma sociedade biopolítica no Brasil: apontando que um poder soberano predomina em fazer morrer estes corpos ininteligíveis, para que se permita o fazer viver de subjetividades consideradas normais em termos de gênero, raça e classe. Isso abre a possibilidade de refletir o Estado brasileiro que nega sua queerness ao procurar se adequar aos discursos de homonormatividade e de defesa da comunidade LGBTTQI que surgem no âmbito internacional, mas ainda permite que se exerça um poder soberano sobre corpos transexuais não-ideiais. / [en] Travesti Prostitution in Brazil: reading agency and sovereignty through dissident sexualities investigates the marginalised subjectivities of travestis within the Brazilian context, to analyse discourses both in the local and international realm. I conduct a critique of discourses on sex-trafficking and prostitution, pointing to the naturalisation of gender norms that hinders an understanding of experiences that exceed the binary prostitute versus trafficking victim. To do so, I analyse, through a foucauldian and butlerian queer perspective, travestis subjectivities that constitute themselves precisely in the field of prostitution practices. I propose, therefore, that these experiences allow both resistance and subjection to gender regulations that are legible in the preset society. Finally, I present a critique to the formation of a biopolitical society in Brazil: pointing that a sovereign power predominates in making die these unintelligible bodies, so that subjectivities considered normal in gender, race, and class terms can be made live. This opens the possibility of reflecting on how the Brazilian state denies its queerness as it tries to adequate itself to homonormative speeches, as well as to discourses of defense of LGBTTQI community, that emerge in the international realm, but still allows that a sovereign power is exercised over non-ideal transsexual bodies.

Using postmodern, feminist and queer notions of utopia/dystopia and narrative theory, this thesis contains an analysis of The Handmaid’s Tale (novel 1985; film 1990; TV series S01 2017) based on theoretical and methodological understandings of utopia/dystopia and narrative as deeply connected with notions of temporality and relationality, and of violence and resistance as the modes of expression of utopia and dystopia in the source texts. The analysis is carried out in an explorative manner (Czarniawska 2004) and utilises the notion of “disidentification” (Butler 1993; Muñoz 1999) and the concepts of “diffraction” (Haraway 1992, 1997; Barad 2007, 2010), and “entanglement” (Barad 2007). The conclusion becomes that utopia and dystopia in The Handmaid’s Tale are, to a great extent, imagined within the same system of understanding, but that utopian hope can be found in the relationality and temporality of resistance, and that the radically different utopian place is the queer horizon.

As travestis muitas vezes apontam dificuldades em ingressar e permanecer em instituições escolares em virtude de padrões heteronormativos que as apontam como monstruosas e anormais, assim como os currículos escolares e os documentos que norteiam tais práticas educacionais pouco apresentam possibilidade de acolhimento destas identidades nestes espaços. A presente dissertação busca apontar possibilidades de formulação de critérios para a convivência das travestis nos espaços escolares formais. / Transvestites frequently point out difficulties on entering and remaining on educational institutions because of the heteronormative standards which reffer to them as monstrous and abnormal, as well as the school curriculum and the documents that guide such educational manners usually don't show any signs of welcoming of these identities in these places. The present dissertation tries to point out possibilities of the creation of a tranvestites coexistance criteria on the formal school.

Esta pesquisa tem como foco de estudos as representações de gênero e sexualidade correntes em um grupo de jovens da Renovação Católica Carismática e a forma como os/as jovens se relacionam com tais discursos católicos. Procurei direcionar as análises para os diferentes recursos usados, pela Renovação, para interpelar e ensinar aos jovens modos de ser e agir. Esta investigação sustentou-se nos campos dos Estudos Culturais pós-estruturalistas, Estudos Feministas, Gays, Lésbicos e Teoria Queer, beneficiando-se de alguns recursos utilizados pela etnografia para a produção e análise dos dados aqui contidos. A constituição do corpus de análise se deu através da observação realizada no grupo, da análise de textos e documentos produzidos pela Renovação Católica Carismática e das conversas individuais e coletivas realizadas com os/as jovens do grupo Nascer. Foi meu objetivo dar algumas pistas das formas como a sexualidade, o corpo e o gênero vem sendo compreendidos naquele espaço e apontar para a necessidade de trazer tais questões para os espaços nos quais atuamos como professoras/es e educadoras/es, já que os mesmos estão intimamente envolvidos com a formação e constituição dos sujeitos. Penso que problematizar certos discursos colocados em circulação pela cultura católica pode contribuir para que se pense/conceba o corpo, o gênero e a sexualidade de outras formas na nossa sociedade. / The focus of study of this research are the current representations of gender and sexuality in a group of young people belonging to the Catholic Charismatic Renewal, as well as how these young people deal with such Catholic discourses. I sought to direct the analysis toward the different resources used by the Charismatic Renewal to question and teach the youth about the ways of being and acting. This investigation was based on the fields of the Post-Structuralist Cultural Studies, Feminist, Gay and Lesbian Studies and Queer Theory, in addition to some resources used by ethnography for the production and analysis of the information herein. The constitution of the corpus of analysis was made through the observation carried out in the group, the analysis of a number of texts and documents produced by the Catholic Charismatic Renewal, and the individual and collective conversations with the young people who belong to the Nascer group. It was my goal to provide some clues concerning the ways the sexuality, the body and the genders have been comprehended in that space and then indicate the necessity to bring such issues to the environments where we act as teachers and educators, since they are closely involved with the formation and constitution of the subjects. I think that problematizing certain discourses spread by the Catholic culture may contribute so that one can think / conceive the body, the gender and the sexuality in different ways in our society.

Esta dissertação tem como tema as representações do corpo em blogs de mulheres que escrevem sobre si. Para tanto, utilizei cinco blogs escritos por sujeitos que, pelas suas "falas", possibilitam pensar que são mulheres, brasileiras, nascidas na década de 1970 que mantiveram o seu blog atualizado, ou seja, escreveram posts com regularidade durante o primeiro semestre de 2008. Em seu conceito mais simples o blog pode ser concebido como um site personalizado, dinâmico e interativo, atualizado quando quem ali escreve quiser ou puder. Nesta pesquisa, os blogs analisados foram: Cérebro Eletrônico, Confissões de uma Balzaquiana, Diário de Lulu, Entretantas Eu e Toda Menina. A pesquisa foi inserida no campo de análise pós-estruturalista. Adotei, também, como referência os Estudos Feministas, Estudos Gays e Lésbicos e os Estudos Queer, principalmente as vertentes que se aproximam com as teorizações de Michel Foucault. Assim, diante do referencial teórico e das falas dessas mulheres, que continham representações do corpo, utilizando-me da Análise Cultural, foi possível estabelecer três eixos de análise: no primeiro eixo analiso falas das blogueiras referentes a padrões contemporâneos que instituem, principalmente, a magreza e uma aparência saudável como critérios fundamentais na conquista da felicidade e da beleza. A seguir, num segundo eixo, destaco representações que envolvem o amor romântico, o cuidado e a delicadeza além de assuntos como a moda, a menstruação e os prazeres, atributos e temas presentes nas falas dessas mulheres que fazem corpos femininos. Num último eixo, olho, pois, para as representações de corpo articuladas às sensações do paladar, do olfato, do tato. Penso que não se coloca em dúvida a importância do corpo na cultura contemporânea. Argumento que os blogs articulam um conjunto de discursos, ou melhor, fragmentos de discursos que se tramam através das falas da blogueira, possibilitando a realização de uma Análise Cultural, bem como, por veicularem modos de ser e estar no mundo, exercem Pedagogias Culturais. / This thesis has like theme the body's representations in blogs by women who write about their self and kept their blog actualized in the first semester by 2008. To this end, I used five blogs that have been written by subjects that, by their words, make possible think that they are Brazilians women, born in the decade 1970. In the simple concept, the blog is a personal site, dynamic and interactive, actualized when the subject want to write it. In this investigation, the blogs analysed were: Cérebro Eletrônico, Confissões de uma Balzaquiana, Diário de Lulu, Entretantas Eu and Toda Menina. The research was inserted in the post-structuralist perspective. I also used Feminist Studies, Gays and Lesbians Studies as Queer Studies, mainly those who has proximities with Michel Foucault theorizations. Then, in front of the theoretical references and of these women words, that had body's representations, using Cultural Analyses, with this, was possible to think in three axes to analyse: In the first moment, I analysed the bloggers words referent a contemporary ways that make, mainly, the slenderness and a healthy appearance like fundamentals criterion in the conquest of happiness and beauty. After this, in a second moment, I analysed representations that involve the love, the care and the delicacy besides themes like fashion, menstruation and sexual pleasure, rules and themes that make a feminine body. In the last moment, I analysed body´s representations in connection with palate, smell and tactile sense. The body is very important by the contemporary culture, then I argue that blogs articulate many discourses that are present in the bloggers speech, making possible a Cultural Analyses, as well as, to announce manners of being in the world, practice Cultural Pedagogies.