(in English): As the title itself indicates, the topic of this thesis is the linguistic sexism in contemporary Spanish. The theoretical part offers a critical perspective on the phenomenon of so called sexism in language and defines terms such as linguistic sexism, androcentrism or invisibilization of women in the language. It also provides a brief outline of the development of gender linguistics with an emphasis on Spanish-speaking countries and provides an overview of important works on the topic. The thesis also deals with the contrast between linguistic sexism and sexism as a social issue, as well as with the question whether language can be sexist, or whether the sexism is caused by the way the speakers use the language. Particular attention is paid to the issue of gender in language and phenomena that are considered as sexist, especially the generic masculine. The practical part is mainly dedicated to lexical issues: denoting women in professions that were traditionally male and idioms and set phrases that can be examples of sexist use of language or a possible reflection of social sexism in language. It also analyses the asymmetry in addressing women and men in a polite way, inadequate pairs, apparently dual forms and missing lexical units as well as insults and profanities that can be...

This thesis deals with issues of violence, gender and multiculturalism in videogames and computer games. The theoretical part summarizes the history of videogames and describes what videogames are, who are they for and who actually plays them. Next, it describes the problems and criticism of videogames regarding violence, gender and multiculturalism and showcases the issues on select videogames. The practical part showcases presentation of violence, sexual content, female characters and racial and ethnic minorities in videogames in a case study of the game The Witcher 3: Wild Hunt. The case study also comments on criticism the game has received because of these issues. The author considers the game to be problematic in some aspects, but generally not racist or sexist. The thesis includes a study of demographical distribution of players in Czech Republic and their opinions about violence, gender and multiculturalism in videogames. The study had the form of an online questionnaire; the respondents were asked to take part via social media. The players do not mind violence in videogames and their opinions are in accord with the latest studies. Their opinions on gender and multiculturalism differ from the opinions of experts and the players generally consider videogames to be more inclusive than they...

This thesis investigates the role of women in the early church as portrayed in 1 Timothy 2:9-15 using the recently-developed method of Rhetorical Analysis. It makes use of a rhetorical approach largely based on the method proposed by Kennedy, supplemented by insights from scholars who have emphasised the argumentative element in rhetoric. This method illustrates how the role of women in the church is decisively determined by the argument in the letter as a whole. A brief survey of classical rhetoric is given. The typical structure of a rhetorical discourse is listed with its component sections. The validity of using rhetorical analysis as a means for interpreting New Testament texts is justified. Textual units are identified from the structure of the text. Rhetorical insights are used to explain how the identified units cohere within the overall structure of the letter and how they relate to one another and interact. The thesis is developed that the section on women and teaching can only be meaningfully investigated in the light of the text as a whole and of the motifs in the letter. The thesis has a special focus on 2:9-15. This section is analysed in more detail than the rest of the text with the exception of 1 Timothy 1. As exordium, the latter provides the introduction to the situation dealt with in the letter, introduces the case, and sets the tone for the rest of the letter. The persuasive power of rhetoric in any situation depends to a large extent on its use of common tradition. The socio-cultural setting of the author is consequently analysed. Finally, the role of women in Graeco-Roman society is analysed in terms of motifs found in 1 Timothy 2:9-15.

This dissertation is a contribution to understanding the relationship between schooling and gender inequality. The study explores how gender as a social relation is organized and embedded in the daily experiences of classroom life and in the discourses of people who dwell there. The study deals with how classroom encounters contribute to the reproduction or transformation of gender categories and how students' and teachers' discursive practices build and support patriarchal structures. The study is grounded in critical education theory, feminist theory, and ethnographic research. The specific site for the study is the knowledge area described as the Practical Arts, namely home economics and technical studies. The research is limited to a single Grade 8, coeducational, home economics and technical studies program in an inner-city, multi-ethnic, secondary school in western Canada. Evidence is based on participant observation of classrooms, for one school year, with one group of students as they proceed through a combined home economics and technical studies program. Evidence is also obtained through interviews with students and teachers. The study illustrates how classroom practices support the patriarchal structures of division of labour, violence against women, and sexuality. The study shows how the students' and teachers' discursive practices produce girls and women, and less powerful boys, in subordinate positions and as objects of regulation. As well, students' previous experiences in domestic and technical work, and classroom discourse, produce and support the division of labour. The study shows how the conditions of teachers' work, their authoritarian, product oriented approach, and their powerful, institutional discourses grounded in biological and psychological development and equality of educational opportunity, prevent them from challenging patriarchal structures. Although the study shows how students and teachers are actively engaged in the production rather than the transformation of traditional gender relations, it also shows how patriarchy is incomplete: there were divisions within gender categories and there were many contradictions. The study shows how power relations are not static - they are constantly in process of negotiation, thereby opening possibilities for social change. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The purpose of this study is to examine gender bias in sports media from the perspective of the sports columnist. The research analyzed 1,082 sports columns written by ten columnists (five male, five female) at newspapers across the United States. The columns were scrutinized to determine if the column subject was male or female. Results found that 84.4% of the sports columns were written about male athletes or men's sports compared to only 9% devoted to female athletes and women's sports. The research also found that female sports columnists write about female sports 12.7% of the time, while male sports columns only dedicate 6% of their columns to female athletes or women's sports. Newspapers with a larger circulation were more likely to have sports columns about female sports than were newspapers with smaller readerships. Six of the columnists were then interviewed to get their opinions on gender issues in sports journalism.

This study identified the types of sexist language that appear in ESL textbooks by Thai authors. The study analyzed the ESL textbooks by Thai authors sold at the Chulalongkorn University bookstore during spring 2007. It was a qualitative case analysis of fifteen ESL textbooks covering the beginning, intermediate, and advanced levels of ESL instruction. The study used feminist criticism to discover what gender roles are sanctioned as appropriate in ESL textbooks by Thai authors and if the language used supports or challenges patriarchy. The results of this study show that sexist language is present in the textbooks and that the textbooks contain content that promotes sexist assumptions concerning gender roles. As a whole, the language and examples used in ESL textbooks by Thai authors support patriarchy.

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The purpose of this project was to present continuing medical education providers with a handbook that presents current perspectives on women's learning and suggests practice guidelines that can be incorporated into the planning of existing and future medical education activities.

This thesis is a critical analysis of the discourses used in online news headlines to reporttwo events that took place during 2018 Russian Presidential debates (on February 14,2018 and March 14, 2018) and focused on Ksenia Sobchak, the only female presidentialcandidate of the 2018 election. By analyzing 52 headlines published in Russia’s mostpopular and most read online news outlets, the purpose of this study is to investigatewhether there are any gender stereotypes used by the journalists to create a particularrepresentation of Sobchak, and to understand if, through this representation, a particularideology is put forward. The framework used to carry out the research is based onFairclough’s critical discourse analysis method combined with a sociolinguisticapproach influenced by Halliday. The application of this framework resulted in studyingthe three interrelated elements of discourse: sociocultural practices, which explore therole of women in the Russian political arena and put headlines under analysis into animmediate context; discourse practices, which focus on the peculiarities of online newsproduction, particularly headlines; and linguistic analysis of the headlines themselves,in which lexical choice, quotation patterns, and transitivity analyses were performed.The analysis revealed that headlines include hidden gender stereotypes, which alignwith Russia’s patriarchal ideology and which are used to represent Sobchak lessfavourably in comparison to her male opponents.

Uppsatsen är en komparativ studie där vi analyserar Berts dagbok (Sören Olsson & Anders Jacobsson 1993) och Berts dagbok (Olsson & Jacobsson 2015) ur ett genusperspektiv. Syftet med uppsatsen är att undersöka vilka normer som framkommer och om det skett någon förskjutning kring dessa mellan böckerna. Ett vidare syfte är att diskutera lärares normkritiska arbete i skolan. Metoden som används är textanalys med komparativt och genusteoretiskt anslag. Resultatet av analysen visar på att det inte skett någon större förändring i underliggande normkonformativa teman mellan böckerna. Vidare upptäcktes många exempel på problematiska scener i både Berts dagbok (1993) och Berts dagbok (2015). Till exempel upptäcktes sexistiska attityder i båda böckerna. Dock fanns exempel på rena sexuella trakasserier i den äldre som inte återfinns i den nyare boken. På grund av de normkonformativa teman som upptäcktes blir böckerna intressanta att använda i skolan som grund för normkritisk diskussion.