Dissertations / Theses on the topic 'Equality difference'
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Semlyen, Tom. "Ideology and difference : equality and diversity in contemporary Britain." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/ideology-and-difference(7e131865-dea7-454c-85ae-784b10068b2f).html.
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This thesis is a contribution towards an explanation of how and why multiculturalism has been successful as a political ideology. My central focus is on the rise of a particular manifestation of multiculturalism in Britain: equality and diversity; more specifically, I trace the evolution of an equality and diversity ideological framework as the latter evolves over time to play a significant role in a wider neoliberal hegemony. I focus, in particular, on the role played by the concept of diversity, and later the concept of cohesion, as a response to the conflicts generated by the promotion of radical, redistributive equality policies in society. In order to carry out this investigation I analyse - both conceptually and empirically - a set of texts taken from seven case study organisations. Taking the debate between Laclau and Zizek as my theoretical starting point, I go on to provide a historical context for the case study material by looking at the origins of multiculturalism in Britain. I then use two of the case studies to develop a conceptual picture of an equality and diversity framework. Following this I identify, in the remaining case studies, various themes that I consider in detail: the emergence of equality and diversity as a business-led endeavour, the rise of equalities legislation, the relationship between class, social exclusion and diversity, and the more recent focus on cohesion. Throughout these case study chapters the aim is to map the development of equality and diversity, both as a historical phenomenon and as a functioning ideology. The picture that emerges is of equality and diversity as a way of depoliticising redistribution, and this, I argue, is a key factor in explaining its appeal to various groups in society.
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Acharya, Ashok. "Equality, difference and group rights, the case of India." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63760.pdf.
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Langley, Alix. "A feminist critique of feminist philosophy : dualisms, difference and equality." Thesis, University of Sunderland, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400458.
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Burns, Ann. "Gender equality in Liverpool schools : making a difference through TVEI: a case study." Thesis, London South Bank University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310642.
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Ball, Wendy Susan. "Making a difference, promoting gender equality? : transforming childcare policies for mothers, fathers and children in Wales." Thesis, Swansea University, 2006. https://cronfa.swan.ac.uk/Record/cronfa42977.
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This thesis explores the connections between childcare, gender relations and social policy in post-devolution Wales. The changing childcare policy landscape in the United Kingdom is discussed and the making of childcare policy in Wales following devolution is traced. New Labour parenting and childcare policy agendas are assessed in relation to claims that policy will progress gender equality, offer parental choice, extend support to parents and meet the interests of children. Following analysis of policy texts, the assessment proceeds with reference to interviews with policy actors, presenting their perspectives on policy delivery in Wales. The degree to which a distinctive social policy agenda has been enabled by devolution is discussed. It is argued that there is evidence of a different style and vision in Wales that may provide opportunities for social movements. Guided by feminist standpoint theory and 'institutional ethnography', the study then turns to the childcare practices of mothers, fathers and grandmothers living in Swansea. The main focus is on the mothers ' accounts, how their caring practices are shaped by gendered moral codes and ideologies relating to the conduct of mothering. Key concepts used throughout the analysis include 'sensitive mothering' (Walkerdine and Lucey, 1989) and 'intensive mothering' (Hays, 1996); 'gendered moral rationalities' (Duncan and Edwards, 1999) and 'social/ emotional capital' (Reay, 2005). Nancy Fraser's (1997) discussion of claims for 'redistribution' and for 'recognition' is used to highlight tensions in policy agendas, gender politics and parental preferences. In conclusion the importance o f developing a feminist 'ethics of care' in childcare/ parenting policy is discussed. It is argued that childcare policy in Wales has been limited by a narrow understanding of the connections between parental preference, gender and childcare and the interconnections between informal care provided through gendered networks of social support and formal childcare provision need to be recognised.
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Fugo, Justin I. "Behind 'The Veil of Race-Neutrality': Sharing Responsibility for Racial Justice and Cultivating Democratic Equality of Difference." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/482623.
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PhilosophyPh.D.
This dissertation adopts a ‘social criticism’ model in order to analyze racism in our contemporary world – particularly the United States. This analysis offers a detailed account of racism as rooted in social structural processes, and prioritizes oppression and domination as the chief wrongs resulting from racism. To do so, said analysis highlights norms, ideals, policies, and actions, that are often assumed to be ‘race neutral’ (e.g., impartiality, merit, ‘natural rights’, and autonomy), and the role they play in the production of racial injustice. More specifically, it exposes how these norms function to undermine human agency by restricting means for self-development and self-determination. As such, the role that inclusive and democratic deliberation can play in combating racial oppression and domination is developed. In light of this analysis, a defense of a ‘concrete morality’ which prioritizes the fight against oppression and domination, is made against an ‘abstract morality’ that adheres to ‘ideally just’ principles regardless of the injustice that results from doing so. Moreover, this project develops a ‘shared responsibility model’ for racial injustice, articulating varying degrees and kinds of responsibility we have for correcting it. It concludes by offering ‘democratic equality of difference’ as a normative ideal for cultivating racial justice. Generally, said ideal aims to: create basic conditions for the self-development and collective self-determination of all; cultivate a universally inclusive and ongoing process of democratic deliberation for solving collective problems; and attend to difference when deliberating about matters of justice.
Temple University--Theses
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Papadimitriou, Lamprini. "Making a Difference in Education : The role of the school and especially the teacher in empowering gender discrimination under a policy of equality." Thesis, Linköpings universitet, Institutionen för tema, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-133204.
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The aim of this thesis is to find out how the role of the teacher can affect positively or negatively the issue of gender equality in classroom and more specifically how this question can be applied to the Greek educational system which, for years, has been following a program that suggests ways for the elimination of gender stereotyping. The reason that this thesis focuses mainly on the role of the teacher, besides the fact that teaching is my occupation, lies in the fact that the implementation of every policy presupposes the willingness of the teacher to carry out those implementations. The implementation of policies on gender issues requires a constant education and training on gender issues and rights, expanding the attitude and beliefs on the issue. So far the policies tend to aim to equality and elimination of discrimination. We will see at which level we currently are and which are the visions regarding this matter.
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Kotze, Marthé. "Is the difference in minimum legal ages of marriage for girls and boys in South Africa a violation of equality?" Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/73472.
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South African law allows minors under the age of 18 to get married, under certain conditions. The minimum age at which a minor may enter into marriage under both civil and customary law is 12-17 for girls, and 14-17 for boys.
The focus of this paper is not the practice of child marriage, nor measures aimed at combating child marriage, and recommends that South Africa set the age of marriage at 18 for both sexes without exceptions.
However, until South Africa changes its laws, boys and girls will continue being treated differently under existing marriage legislation. This mini-dissertation is concerned with whether different minimum ages of marriage for minors contributes to the systemic discrimination that women and girls face in South Africa, and whether this violates the rights of girls to be treated equally to boys. The paper looks at the role of culture and gender stereotypes in the formation of marriage legislation, as well as the societal effects of the current legislation.Mini Dissertation (LLM)--University of Pretoria, 2019.
Centre for Human Rights
MPhil Multidisciplinary Human Rights
Unrestricted
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Feijó, Daniela Santana. "Empoderamento e ONG : limites e possibilidades." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2006. http://hdl.handle.net/10183/85169.
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A centralidade desse estudo está na intersecção da temática das organizações não governamentais com a do empoderamento. Primeiramente, fez-se uma retomada das discussões concernentes às organizações não governamentais, sua relação com o mercado e o Estado, envolvendo questões como a legitimidade e a representatividade das ONGs. A seguir, é feito um estudo sobre o empoderamento sob o ponto de vista teórico - através das principais abordagens conceituais, e sob o ponto de vista prático: por meio da análise das trajetórias de vida de lideranças de ONGs (com recorte de gênero e raça) e dos projetos dessas organizações que visam a promoção de empoderamento. O elemento diferencial em relação aos estudos anteriores, está na aproximação e no aprofundamento das reflexões entorno do tema “igualdade e diferença” quando aplicado ao empoderamento.This study focuses on the intersection of the non-governmental organisations thematic and the empowerment´s one. Firstly, we have recaptured the discussions about non-governmental organisations, their relations with market and state, taking in account some questions like NGO’s legitimacy and representativity. After we have analised empowerment under the theoretical point of view – through the main conceptual approaches and under the pratical point of view: by analysing NGO leadership’s careers (considering both gender and race) and those organisations that promote empowerment. This study distinguish from the previous ones by getting closer and deeper from reflexions about the theme “equality and difference” applied to empowerment.
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Silva, Solange Cristina da. "O direito à diferença a partir da igualdade em Dworkin." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/6141.
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Previous issue date: 2013-05-14This study supports the thesis that the difference is right corollary of the principle of equality and as such constitutionally recognized. The work is built on the concept of equality in Dworkin, not like the thought of a deepening Dworkin, just as inspiration in conducting the analysis. For the recognition of equality as a right, it is necessary to distinguish between difference and inequality and its importance in a democratic state. By treating the difference becomes necessary to address the issues prejudice, discrimination and tolerance. In society it is imperative to learn to live with differences, both natural differences as cultural differences. When the difference is not regarded generate inequalities, marginalization and exclusion. There are many differences that must be recognized and respected in society, however, points to racial difference, so from there, discuss the importance and necessity of conscious actions of the State, by means of public policies for the promotion of equality between different so that the maxim different, but identical, is in reality society
No presente estudo defende-se a tese de que a diferença é direito corolário do princípio da igualdade e, como tal, constitucionalmente reconhecido. O trabalho é construído a partir da concepção de igualdade em Dworkin, não como um aprofundamento no pensamento do autor, apenas como uma inspiração para conduzir nossa análise. Para o reconhecimento da igualdade como direito, faz-se necessária a distinção entre a diferença e a desigualdade e sua importância em um Estado Democrático de Direito. Para uma avaliação mais precisa, julgamos necessário abordar os temas do preconceito, da discriminação e da tolerância. Na vida em sociedade, é imperativo aprender a conviver com as diferenças, tanto as naturais quanto as culturais. Quando não são consideradas, inevitavelmente geram desigualdades, marginalizações e exclusões. São muitas as diferenças que devem ser reconhecidas e respeitadas na vida em sociedade, porém, aponta-se a racial para, a partir dela, discutir a importância e a necessidade das ações conscientes do Estado, por meio das políticas públicas que visam promover a igualdade entre os diferentes, para que a máxima diferentes, mas iguais , seja realidade na sociedade
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Maia, Rubens Dias. "O conceito de identidade na filosofia e nos atos de linguagem." Universidade Federal de São Carlos, 2008. https://repositorio.ufscar.br/handle/ufscar/5661.
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Previous issue date: 2008-02-25Dicionário de Análise do Discurso, of Charaudeau and Maingueneau, at the entry Identidade, affirms that the concept of identity is difficult to define. It is central for most human and social sciences, and it is the object of different definitions, some of which very vague. This encouraged the research about the concept and the word identity. The word is erudite, originated in philosophy, but the idea of identity is permanent and is related to other words of everyday use. This thing, this stuff. Since the time before Socrates there are theories about the concept of being and the principle of identity. It is in the use of language, with the demonstrative adjectives and verb forms that the identification of people occurs, the speaker reveals itself in opposition to the listener: identity and alterity. We intend to demonstrate that the concept of identity has always been linked to the concept of being. Everything has identity if it is a being with internal unity, distinct from others, if it has its own coherence, if it presents its truth and its value. The principle of identity has a negative formulation in the principle of noncontradiction, which guarantees the coherence of both language and communication. Language, however, is not always logical. Sometimes, it seems to contradict the principle of non-contradiction. Language needs the resources for identification: the definition, the metalanguage, the metadiscourse of the speaker, when the speaker can remake his own speech, correct himself, and prevent misunderstandings
O Dicionário de Análise do Discurso, de Charaudeau e Maingueneau, no verbete Identidade afirma que: O conceito de identidade é difícil de definir. Ele é ao mesmo tempo central na maior parte das ciências humanas e sociais, e é objeto de diferentes definições, algumas das quais são muito vagas . Tudo isso motivou a pesquisa sobre o conceito e o termo identidade. O termo é erudito, formado na filosofia, mas a idéia identidade é permanente, e está relacionada com outras palavras de uso comum. Esta coisa, este negócio. Desde a época pré-socrática, encontramos teorias sobre o conceito do ser e o princípio de identidade. É no uso da língua, com os demonstrativos e formas verbais que acontece a identificação das pessoas, revela-se o sujeito em oposição ao interlocutor, identidade e alteridade. Pretendemos mostrar que o conceito de identidade sempre esteve ligado ao conceito de ser. Toda coisa tem identidade na medida em que é ser com unidade interna, distinto de outro, tem coerência própria, apresenta sua verdade e seu valor. O princípio de identidade tem formulação negativa no princípio de nãocontradição, que garante a coerência da linguagem e comunicação. A linguagem, porém, nem sempre é lógica. Parece, às vezes, contrariar o princípio de não-contradição. A língua procura os recursos de identificação: a definição, a metalinguagem, o metadiscurso do locutor, quando o locutor pode refazer sua própria enunciação, corrigir-se, e prevenir malentendidos
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Coetzee, Azille Alta. "Addressing the problem of sexual violence in South Africa : a philosophical analysis of equality and sexual difference in the constitution and the new sexual offences act." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85588.
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Thesis (MA)--Stellenbosch University, 2013.ENGLISH ABSTRACT: In this thesis, the South African legal system's attempt to address sexual violence is explored through the lens of the work of the French feminist philosopher, Luce Irigaray. It will be argued that the South African equality jurisprudence lays the foundation for a strongly Irigarayan approach to the transformation of sex and gender relations in so far as our right to equality can be interpreted as being underpinned by an acknowledgment of embodiment, sexual particularity and difference. Our Constitution envisions equality as a value informed by difference rather than sameness and, in accordance with Irigaray’s work, it can be said that the implication of this is that the pursuit of the transformation of sex and gender relations on the one hand, and an acknowledgment of sexual difference on the other, are not mutually exclusive, but that sex equality instead calls for a fundamental recognition of sexual difference and an authentic response to the demands thereof. However, it will be argued that our newly reformed sexual violence legislation undermines the progress made on a constitutional level by entrenching a problematic approach to sexual difference in the definition of the crime of rape. This is done through firstly, defining the crime of rape in gender-neutral terms and secondly, retaining the concept of consent as the distinguishing characteristic between sex and rape. I will argue that through these features, our sexual violence legislation reflects the most basic mistakes that Irigaray identifies with the law. It will be argued that the legislation, on the one hand, denies sexual difference in a way that is prejudicial to women through its gender-neutral language, while at the same time, through the concept of consent, (re-)introducing a hierarchical construction of masculine and feminine sexuality into the Act in terms of which femininity is construed as derivative of, and inferior to, masculinity. Furthermore, the combination of the gender neutrality of the definition and the concept of consent exacerbates the situation, in so far as the gender neutrality masks the harmful construal of sexual difference that is incorporated in the definition through the concept of consent. Accordingly, judged from an Irigarayan perspective, the South African sexual violence legislation is deeply problematic. In addition, the legislation undercuts important constitutional developments, in so far as it ignores the constitutional insights that, firstly, sexual violence is a problem of sex inequality, and that secondly, the pursuit of the transformation of sex and gender relations is served, rather than undercut by a concern with particularities. On this basis, it is argued that the South African sexual violence legislation should be amended so that the concept of consent is removed and the crime of rape is defined in sex-specific language (while still allowing for male victims and female perpetrators) that facilitates judicial understanding of the complexities of the crime of rape.
AFRIKAANSE OPSOMMING: In hierdie tesis sal die Suid-Afrikaanse regsisteem se poging om seksuele geweld aan te spreek, deur die lens van die werk van Luce Irigaray, ‘n Franse feministiese filosoof, ondersoek word. Daar sal geargumenteer word dat die Suid-Afrikaanse gelykheidsjurisprudensie ‘n grondslag vir ‘n sterk Irigarayiese benadering tot die transformasie van geslagsverhoudinge lê, in soverre ons reg op gelykheid geïnterpreteer kan word om in ‘n erkenning van beliggaming, seksuele spesifiekheid en verskil (“difference”) begrond te wees. Ons Grondwet stel gelykheid as ‘n waarde wat deur verskil eerder as eenvormigheid geïnformeer is, voor oë, en in lyn met die werk van Irigaray, kan daar gesê word dat die implikasie hiervan is dat die nastrewing van die transformasie van geslagsverhoudinge aan die een kant, en die erkenning van geslagsonderskeid (“sexual difference”) aan die ander, nie wedersyds uitsluitlik is nie, maar dat geslagsgelykheid eerder juis ‘n fundamentele erkenning van geslagsonderskeid en ‘n outentieke reaksie op die eise daarvan, noop. Daar sal egter geargumenteer word dat ons nuuthervormde wetgewing oor seksuele geweld die vordering wat op ‘n grondwetlike vlak gemaak is, ondermyn deur ‘n problematiese benadering tot geslagsonderskeid in die definisie van die misdaad van verkragting te verskans. Dit word bewerkstellig deur eerstens, die misdaad van verkragting in geslagsneutrale taal te formuleer, en tweedens, om die begrip van toestemming as onderskeidende kenmerk tussen seks en verkragting, te behou. Ek sal argumenteer dat dit deur hierdie eienskappe is, wat ons wetgewing oor seksuele geweld die mees basiese probleme wat Irigaray in die reg identifiseer, weerspieël. Daar sal voorgehou word dat die wetgewing, aan die een kant, deur die geslagsneutrale taal, geslagsonderskeid ontken op ‘n manier wat vrouens benadeel, terwyl dit terselfdertyd, deur die begrip van toestemming, ‘n hiërargiese verhouding tussen die manlike en die vroulike in die wetgewing daarstel, in terme waarvan die vroulike as derivatief en minderwaardig tot die manlike verstaan word. Verder, die situasie word deur die kombinasie van die geslagsneutraliteit van die definisie en die begrip van toetsemming, vererger deurdat die geslagsneutraliteit van die taal die skadelike vertolking van geslagonderskeid wat deur die begrip van toestemming in die definisie ingesluit word, verberg. Dus, vanuit ‘n Irigarayiese perspektief is die Suid-Afrikaanse wetgewing oor seksuele geweld diep problematies. Verder, die wetgewing ondermyn belangrike grondwetlike ontwikkelinge in soverre dit die volgende grondwetlike insigte ignoreer: eerstens, dat seksuele geweld ‘n probleem van geslagsongelykheid is en tweedens, dat die strewe na transformasie van geslagsverhoudinge gedien, eerder as ondermyn word deur ‘n besorgdheid met die partikuliere. Op hierdie gronde word daar geargumenteer dat die Suid-Afrikaanse wetgewing oor seksuele geweld gewysig behoort te word, deur die begrip van toestemming te verwyder en die misdaad te definieer in geslagspesifieke taal (op ‘n manier waardeur manlike slagoffers en vroulike oortreders steeds ingesluit word) wat geregtiglike begrip van die kompleksiteite van die misdaad van verkragting bemiddel.
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Samuelsson, Ylva. "The preschool teacher, gender pedagogy and change : Rethinking the preschool teacher and her work for change from the perspective of sexual difference theory." Thesis, Linköpings universitet, Tema Genus, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110655.
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In this thesis I aim to investigate the Swedish preschool teacher interested in change and her work, here conceptualised as gender pedagogy. I will take my departure in sexual difference theory to contrast some of the assumptions behind preschool work, gender pedagogy and gender equality. I am also reflecting upon the concepts of normalisation, freedom and change and their relevance for preschool work. To help me with this endeavour I have interviewed five preschool teachers about their work and their interest for change. The thesis is divided into three chapters mirroring the themes of the interviews. In the first chapter I reflect upon normalisation as a process inherent to preschool work, both historically and in the present, connected to notions of class, cognitive ability and sexual difference. Through the statements of my informants and theoretical discussion the concept of normalisation is nuanced and understood as a process inherent to the whole of society as well as the preschool but also as a practice that might not be possible to abolish in its entirety. In the second chapter I move my focus towards gender pedagogy. An outline of different strands of, and discussions on, gender pedagogy is given as well as a critical discussion on the aim to go beyond gender in gender pedagogy and feminist theory. As an alternative and additional approach I suggest sexual difference theory as a possible source of inspiration for gender pedagogy. In the second part of this chapter the preschool teachers express their views on, and their work with gender pedagogy. This allows for a more entangled and process oriented understanding of gender pedagogy and its different strands. I conclude this chapter by stating that gender pedagogy could be understood in terms of normalisation and even as reinforcing the masculine norm, however the process oriented understanding of change as highlighted by my informants, as well as the use of multiple strategies, theories and methods, might allow for a practice where difference instead of likeness serves as a condition for the gender pedagogical work. In the last chapter I turn to the preschool teacher as such and her history entangled with notions of femininity, motherhood and gender equality. Employing the strategy of “working through” as described by Braidotti I lay bare how the position of the preschool teacher and her work has been represented as stereotyped woman’s work and thus connected to less worth, but simultaneously how the actual work of the preschool teachers strongly denounce this view of woman’s work, as well as motherhood and femininity. I also show how the work of preschool teachers put into question such prominent binary pairs as mind/body, emotion/intellect, practice/theory and adult/child. I conclude that the misrepresentation of woman’s work also has material consequences in terms of working conditions for preschool teachers. To conclude the whole thesis I emphasise how the view of the female preschool teacher and the view of the child cannot be radically separated and therefore the importance of considering both adults and children in the gender pedagogy work. I also conclude that what gender equality or gender pedagogy is, is not settled ones and for all, but rather the importance to fill these concepts with a positive view of difference.
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Herne, Stephen Charles. "A jurisprudence of difference : the denial of full respect in the Australian law of native title." University of Western Australia. Law School, 2009. http://theses.library.uwa.edu.au/adt-WU2008.0262.
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Schwarz, Simone. "A sporting difference? : A comparative analysis of the media portrayal of male and female athletes during the Olympic Games 201." Thesis, Stockholms universitet, Institutionen för mediestudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-143968.
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The underrepresentation of sportswomen in all forms of news coverage has been widely acknowledged by feminist media scholars. However, some researchers claim that there is a shift towards greater gender equality of sports media coverage, especially during the Olympic Games. In light of such studies, the present study examined the quantitative and qualitative media representations of male and female athletes in six German news media outlets during the Olympic Games 2016. The empirical analysis focused on the coverage of the German men’s and women’s hockey team. In contrast to previous studies, the chosen example represents a special case, since on the factual level, hockey can be seen as a gender equal sport, because hockey is played by men and women equally in Germany and both teams won the bronze medal at the Olympics 2016. Content analysis and feminist critical discourse analyses were used to examine in what ways the media portrays male and female hockey players differently and thereby plays a part in the ideological construction of gender. The study found that, although the selected German media outlets gave more coverage to the hockey women than sportswomen usually receive, the coverage was filled with narratives based on hegemonic masculinity that produces striking contrasts between the female and male hockey players. Results show that the media was more likely to minimize the athleticism of the hockey women, by comparing them to the men’s team, including non-sport relevant information or emphasizing their traditional gender roles as wives and mothers. Moreover, the coverage of the female hockey players typically employed expressions which imitate femininity, whereas the language used to report on the male athletes contained power descriptors, conforming to the hegemonic notions of masculinity. Thus, the media reporting produces gender differences and naturalizes a gender hierarchy in which sportswomen are represented as inferior.
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Fondimare, Elsa. "L'impossible indifférenciation : le principe d'égalité dans ses rapports à la différence des sexes." Thesis, Paris 10, 2018. http://www.theses.fr/2018PA100070.
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La crainte d’une indifférenciation entre les sexes qui serait portée au nom du principe d’égalité est aujourd’hui prégnante dans les discours politiques et juridiques. L’ouverture du mariage aux couples de même sexe, la lutte contre les stéréotypes de genre ou encore la facilitation de la procédure de changement de sexe sont autant de réformes qui ont suscité de fortes réactions opposées à la remise en cause de la différence des sexes en droit. Il est vrai que le principe d’égalité des sexes a progressivement été construit, tout au long du XXe siècle, comme une exigence d’indifférenciation entre les sexes, notamment à travers l’affirmation d’un principe de non-discrimination en raison du sexe. En ce sens, le rapport du principe d’égalité à la différence des sexes a peu à peu été envisagé comme un rapport d’opposition. Toutefois, et c’est un point fondamental, ce projet politique d’indifférenciation rattaché au principe d’égalité des sexes butesur l’impossibilité pour le droit de remettre en cause la différence des sexes. Le droit ne peut en effet se passer de la différence des sexes, pour deux raisons essentielles : d’une part, le droit prend en compte la différence des sexes pour lutter contre les inégalités de fait ; d’autre part, le droit est lui-même producteur de la différence des sexes, par les règles de l’état civil et de la filiation. Les rapports entre le principe d’égalité et la différence des sexes apparaissent ici contradictoires : d’un côté, l’évolution de la conception de l’égalité conduit à admettre la différence des sexes en vue de remettre en cause les inégalités de genre (rapport d’admission) tandis que, de l’autre, la différence des sexes est exclue d’une analyse en termes d’égalité, confortant les fondements des inégalités de genre (rapport d’exclusion)Many political and legal discourses express today the fear that the equality principle would threaten the difference of sexes. Reforms such as the opening of marriage to same-sex couples, the fight against gender stereotypes or the facilitation of the sex reassignment procedure, generated strong reactions that offer vigorous resistance in order to maintain the difference of sexes in law. It is true that the equality principle has been constructed, throughout the 20thcentury, as an exigence of neutrality between the sexes, particularly through the statement of the non-discrimination principle. Therefore, the link between the equality principle and the difference of sexes has been built as a relation of opposition. However, such a political project comes up against the impossibility for the law to put an end to the difference of sexes. In fact, the law cannot depart from gender, for two main reasons: firstly, the law takes into account the difference of sexes in order to tackle inequalities; secondly, the law itself produces the difference of sexes, through the rules dealing with civil status and filiation. The relations between the equality principle and the difference of sexes appear here contradictory: on the one hand, the evolution of the conception of equality leads to admit the difference of sexes in order to deal with gender inequalities (relation of admission) whereas, on the other hand, the difference of sexes is excluded from an analysis in terms of equality, reinforcing the basis of gender inequalities (relation of exclusion)
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Ozoeze, Victor Anthony. "Ethnicity and Politics of Exclusion in Nigeria : Employing Rawls'Theory of Justice in Plural Societies." Thesis, Linköping University, Centre for Applied Ethics, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2913.
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With an estimated 250 ethnic groups, Nigeria, no doubt, has been grappling with the problem of pluralism of ethnic nationalities. It is not news in Nigeria that extreme ethnic consciousness of its citizens has led to the victimization of one ethnic group by another. This victimization has come in the form of exclusions in the distribution of both wealth and power in the country.
Amidst all the exclusions, the unity of the country has been ironically regarded as sacrosanct, and should not be negotiated. It is often said that fate brought all the ethnic nationalities in order to form one great country. I subscribe to this belief that fate brought us together for the above purpose, especially now that several countries around the world are merging in one way or the other to form a formidable force to reckon with both politically and economically. Hence, “(ethnic integration) is the integration of capabilities. It develops the capabilities of the workforce… it offers opportunities for better synergy of skills”. However, it would be ethically unhealthy for the unity of the country not to be compromised under the present dispensation, which has been compromising in turn the basic moral principle of social justice. There cannot be any moral basis for the continued existence of a country like Nigeria, which as it were, has thrown equality of all citizens to the dogs.
Should the country remain united, it must do so by imbibing the culture of regarding all citizens, as well as, all ethnic nationalities as equal, and none should have more privileges than the others. Therefore, how can a plural society like Nigeria remain united as one indivisible country?
Rawls has offered some solutions to the problem of stability engendered by the pluralism of ethnic groups in Nigeria. His idea of ‘overlapping consensus of reasonable comprehensive doctrines’ in his Political Liberalism is capable of bringing back the country to the state of stability. There will be stability, if all forms of exclusion seize to exist in the Nigerian polity.
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Rodrigues, Marceli. "A função social das classes especiais para deficientes mentais numa perspectiva crítica de inclusão escolar." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20062007-102207/.
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Este trabalho, de natureza qualitativa, discute a função das classes especiais para deficientes mentais em nossa sociedade tendo em vista seus aspectos social e histórico, numa visão crítica de inclusão escolar. A inclusão escolar é defendida como forma de garantia de igualdade ao deficiente mental e, as classes especiais, como empecilho a isso. A pesquisa, apoiada em questões como ideologia, inclusão marginal, construção e desconstrução de conceitos, bem como, na opinião de professores do ensino fundamental da rede pública do município de Osasco, demonstra que as classes especiais para deficientes mentais exercem uma função definida em nossa sociedade. Por isso, seu fechamento, ausente de uma análise que leve à conscientização de tal função, produzirá outros mecanismos. A classe especial para deficientes mentais justifica a exclusão e, por isso, tem papel definido na sociedade de classes em que vivemos. As entrevistas com os professores que atuam em classes especial e comum demonstram seu conceito de inclusão, classe especial e deficiente. Há um sentimento romântico que cerca um certo discurso inclusivo em que, aceitar o deficiente depende, apenas, de boa vontade. Isso gera deturpações no que diz respeito tanto ao real entendimento da questão como a possíveis mudanças. Com base em autores com posições críticas, a dissertação constituiu a tentativa de entender a construção de conceitos na sociedade e, conseqüentemente, na escola, como normalidade e igualdade, a fim de compreender o radical de determinadas atitudes referentes ao aluno deficiente. A pesquisa teórica, aliada às entrevistas semiestruturadas com professores, constituiu maneira de perceber como determinados padrões foram e são produzidos e reproduzidos pela e na escola.This qualitative paper investigates the role of special classrooms for mentally handicapped individuals in our society. We consider both social and historical aspects in a critical analysis based upon the process of inclusion at schools. This is frequently viewed as a means of ensuring equality between the mentally handicapped and non-mentally handicapped learners, being the special classrooms seen as barriers to it. The research based not only on issues such as ideology, marginal inclusion, forming concepts and destroying them, but also on opinions expressed by elementary public school instructors in the city of Osasco demonstrates that special classrooms for the mentally handicapped play a clear role in our society. Thus, its closure lacking thoughtful consciousness of such a role will produce other mechanisms. Classrooms for mentally handicapped people justify the exclusion; therefore, their role is clearly defined in our segmented society. The interviews with the teachers, who work in both special and regular classrooms, show their concepts of inclusion, special classrooms and of handicapped learners. There is a romantic feeling surrounding a certain inclusion speech in that to accept handicapped students depends exclusively on goodwill. It causes misconceptions on the factual meaning of the issue and possible changes. By studying authors showing critical approaches, the dissertation consisted of a try to understand how concepts such as normality and equality are formed in the society and consequently in schools in order to comprehend the origin of certain attitudes towards disabled students. Theoretical research associated with semistructured interviews with teachers has been an attempt to understand how certain standards were and are produced and reproduced in and by schools.
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Moitinho-Silva, Sara. "Educação, direitos humanos, igualdade e diferença: o que dizem os professores?" Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22122016-102143/.
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Os objetivos deste estudo são: ampliar o conhecimento sobre a relação entre direitos humanos e educação (histórico, conceitos, documentos) e buscar, por meio de entrevistas qualitativas com professores do ensino fundamental, levantar e sistematizar dados e reflexões que possam esclarecer as condições, favoráveis e desfavoráveis, para a implantação e consolidação de projetos de educação em direitos humanos em escolas públicas. A pesquisa tem como pressuposto a complexidade dos problemas e soluções diante do ideal da escola democrática e justa, mas, ao mesmo tempo, parte da definição de educação como formação em valores liberdade, igualdade, solidariedade, respeito, justiça , além do ensino com qualidade no cumprimento do dever precípuo de abrir o acesso ao aprendizado e a autonomia crítica para a vida no mundo. Foram realizadas entrevistas com 14 professores do município do Rio de Janeiro, do ensino fundamental e médio da rede pública e que trabalham com camadas populares, em zonas de grandes carências e violações dos direitos humanos. As questões foram orientadas para o conhecimento e a análise da percepção dos docentes sobre a temática em causa, com destaque para as relações potencialmente tensas entre o reconhecimento de direitos humanos e as questões da diversidade, do direito à igualdade e, ao mesmo tempo, à diferença. A reflexão e o debate sobre direitos humanos e educação já têm um acúmulo considerável incluindo documentos oficiais, cursos, seminários e publicações, no âmbito de setores públicos e privados , porém, pouco ainda se sabe sobre a recepção intelectual, pedagógica e também afetiva dessas ideias e práticas nas escolas por meio de depoimentos de professores. Os resultados da investigação mostram que os professores reconhecem a importância dos direitos humanos inseridos no contexto do ensino e das práticas pedagógicas, mas relatam uma série de dificuldades. Há certo consenso sobre a necessidade de formação de professores nos temas transversais dos direitos humanos, assim como sobre sua inclusão nos currículos das licenciaturas. Já em relação à questão do direito à diferença e do direito à igualdade, os entrevistados demonstram sensibilidade, mas afirmam não possuírem ferramentas teóricas nem apoio interno para lidar com o assunto, que envolve tensões e preconceitos de toda sorte na comunidade escolar. Entre as condições apontadas como necessárias, foram enfatizadas a integração da educação em direitos humanos no projeto político-pedagógico de cada escola, com respeito às suas singularidades; o processo participativo e o amplo diálogo com todos os membros da comunidade escolar; a importância do empenho de gestores e dirigentes; a valorização do magistério pelos setores públicos e no conjunto da sociedade. A autora pretende, com o presente estudo, contribuir para o debate acadêmico, o debate nas escolas e nas instâncias das políticas educacionais.The purpose of this study is to increase the knowledge about the relationship between human rights and education (historical context, contemporary concepts, and public documents) which shall be a solid basis for a better understanding of how elementary school teachers think about this matter. Fourteen interviews were conducted with teachers of elementary and secondary education in the municipality of Rio de Janeiro, all of them attending lower class people, in areas where serious shortcomings and violations of human rights are part of the common-day life. The raise and systematized data and reflections were important to clarify the conditions, gains and losses for the implementation and consolidation of educational projects on human rights in public schools. The research takes as its premise the complexity of problems and solutions if we think of the ideals of democratic and fair school. Education is understood here as a value for human ethical formation freedom, equality, solidarity, respect, justice , besides quality teaching in the line of duty to open up access to learning and critical autonomy for life in the world. The questions were focused on the kind of knowledge and the analysis of the perception of the teachers on the subject of the research, highlighting the potentially strained relations between the recognition of human rights and issues of diversity, the right to equality and, at the same time, the right to difference. The reflection and debate on human rights and education already have a considerable buildup including official documents, courses, seminars and publications in public and private sectors but little is known about the intellectual reception, educational and affective, on these ideas and practices in schools through teacher testimonials. Research results show that teachers recognize the importance of human rights within the context of teaching and pedagogical practices, but they reported a number of difficulties. There is a certain consensus on the need for teacher training in crosscutting themes on human rights, as well as on its inclusion in the curricula of undergraduate education. Regarding the issue of the right to difference and the right to equality, respondents demonstrate sensitivity, but declare they have no theoretical tools or domestic support to deal with the subject, which involves tensions and prejudices of all kinds in the school community. Among the conditions identified as necessary to put in practice these issues, they emphasized the integration of teaching of human rights in the political-pedagogical project of each school, with respect to its singularities. It is also emphasized the importance of encouraging participation and a constant dialogue with all members of the school community, as well as the commitment of managers and leaders with responsibility in the schools. And last, but not least, one issue is very present during the interviews: teachers cannot be happy, even if they love their work, if there is no real appreciation and recognition of their important role by the public sector and society as a whole. The author aims to contribute to other academic studies and to participate in debates in schools and instances of educational policies.
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Gharbi, Habib. "De la grammaire à la rhétorique : analogie et ressemblance dans les structures comparatives." Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040058.
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La comparaison a toujours été mal cernée aussi bien du côté de la grammaire que de celui de la rhétorique. Pour cette raison, elle ne trouve pas de place bien précise dans les ouvrages de linguistique ou sinon des analyses hétérogènes succinctes et incomplètes. Cette thèse se propose donc d’uniformiser l’étude de la comparaison en en balayant toutes les formes possibles. Par ailleurs, nous tentons de réhabiliter la distinction relative à la tradition gréco-latine entre la comparatio et la similitudo, qui s’est perdue depuis le XVIIe siècle, période où s’est installée la confusion. A partir d’une méthodologie constructiviste qui va des unités minimales vers le texte, cette étude parcourt tous les niveaux de l’analyse linguistique en partant du niveau grammatical tenu comme niveau de référence jusqu’au niveau rhétorique où sont pris en compte les référents extralinguistiques. Elle aboutit ainsi à des distinctions catégoriques entre comparaison et similitude d’une part et entre celle-ci et la métaphore de l’autre. Ces distinctions sont illustrées par des exemples puisés principalement dans la langue littéraire moderne (XIXe et XXe siècles), lesquels sont accompagnés d’analyses détaillées et de classements mettant en évidence la spécificité de chacune de ces notions qui s’inscrivent dans l’étude de l’analogie et la ressemblanceComparison has always been poorly understood whether in grammar or rhetoric. This is why none of the linguistic works or the brief heterogeneous analysis that were made have managed to deal with it in the precise manner they were ought to. Hence comes the objective of my thesis which consists in standardizing the study of Comparison by taking in consideration all of its possible forms. Indeed, I will try to rehabilitate the distinction of the Greco-Roman tradition between Comparatio and Similitudo which was lost since the period of confusion that marked the XVIIth century. Based on a constructive methodology that starts with the smallest units to reach out for the larger text, this study goes through all levels of linguistic analysis, beginning with the grammatical layer, a referential one, to attain the rhetorical layer where extra-linguistic referents are taken into account. It consequently leads to achieve the categorical distinctions between comparison and similitude one the one hand, and between comparison and metaphor on the other. Those distinctions are illustrated by examples drawn basically in modern literature (XIXth and XXth centuries). Interestingly, examples themselves are accompanied with detailed analysis and sundry rankings which are meant to highlight the specificities of every notion in relation to the study of analogy and resemblance
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Kwak, Hochul. "Rights of Concrete Others: Ethics of Concrete Others, Social Individuality, and Social Multiculturalism." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/63.
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A globalizing world is replete with the vulnerable, who are experiencing economic poverty, medical maltreatment, political persecution, and/or cultural misrecognition. The vulnerable are under systematic oppression and domination. Although the wealth of humankind increases continuously, many are excluded from any benefit of this increased wealth. While human beings have achieved significant progress in medical technology, uncountable numbers of people are exposed to a shortage of appropriate medical care. Despite continued expansion of democracy around the globe, the powerless majority and minorities are experiencing ignorance of their differences, culturally and/or politically. This dissertation searches for a viable human rights scheme that will effectively address the systematic oppression and domination of the vulnerable. By addressing oppression and domination of the vulnerable, I focus on overcoming several dichotomies: a dichotomy between transcendence and immanence within human beings, a dichotomy between equality and difference among human beings, and a dichotomy between individual differences and group differences. Those dichotomies have been detrimental to addressing systematic oppression and domination of the vulnerable.
With relation to the dichotomy between transcendence and immanence within human beings, I frame the vulnerable as concrete others who have both transcendental dimensions and immanent dimensions. In terms of the dichotomy between equality and difference, my proposal is equality that substantially promotes difference, that is, capability equality and least-gap equality. With regard to the dichotomy between individual difference and group difference, my proposal is multiculturalism based on social individuality. These proposals for overcoming aforementioned dichotomies converge on social multiculturalism. I have argued that equality between groups and equality within groups can best address oppression and domination of concrete others. Specifically, reconfigured basic income guarantee, which includes basic income, public education, public healthcare, and linguistic diversity, is a concrete form of equality within groups that is conducive to promoting equality between groups. Therefore, I think that social multiculturalism based on the reconfigured basic income guarantee is a new, viable version of addressing oppression and domination of the vulnerable.
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Berger, Christian, and Valerie Purth. "Feministische Rechtswissenschaft." Universität Leipzig, 2017. https://ul.qucosa.de/id/qucosa%3A15945.
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Feministische Rechtswissenschaft beschäftigt sich mit der Vergeschlechtlichung des Rechts und seiner Diskurse. Sie benennt und analysiert Ungleichheiten aufgrund des Geschlechts, die durch das Recht legitimiert oder hergestellt werden. Feministische Rechtswissenschaft setzt sich mit dem Potenzial von Recht als feministischem und emanzipatorischem Instrument auseinander. Anhand des ‚Dilemmas der Differenz‘ wird deutlich, wie ambivalent rechtliche Bemühungen um Gleichstellung ausfallen. Feministische Rechtswissenschaft knüpft an die Lebenswirklichkeiten von Frauen* an und ist in allen Rechtsgebieten – vom Verfassungsrecht über die Rechtsgeschichte bis hin zu Familien-, Arbeits- und Strafrecht – vertreten.
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Soares, Larissa Barbosa Nicolosi. "Igualdade política e desigualdade econômico-social na Política de Aristóteles." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/107/107131/tde-01092017-110937/.
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A presente dissertação de mestrado tem por objetivo estudar os fundamentos da comunidade política (polis), em especial, de que modo fundamentos, como a liberdade e a igualdade, contribuem para perturbação e conservação da comunidade política, a partir do livro I e II da Política de Aristóteles. A pesquisa busca mostrar o papel relevante da crítica que Aristóteles lança à aquisição ilimitada de bens e da crítica à propriedade comum dos bens, proposta por Sócrates, na República - i.e. tal como Aristóteles compreende Sócrates - para sua visão de unidade política.This thesis aims to study, based on Books I and II of Aristotle\'s Politics, the foundations of the political community (polis), in particular, how core principles such as freedom and equality contribute to the disturbance or to the conservation of the political community. This research intends to present the important role of both Aristotle\'s critique addressed to the limitless accumulation of wealth, and his critique of the common ownership of properties--proposed by Socrates in the Republic - i.e. as Aristotle understands Socrates--to constitute his vision of political unity.
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Värja, Emelie. "Local public expenditure : Equality, quality and growth." Doctoral thesis, Örebro universitet, Handelshögskolan vid Örebro Universitet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-52009.
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The focus of this dissertation is local government expenditure, where growth, quality, and equality is in the center of attention Essay 1: Sports and Local Growth in Sweden: Is a Sports Team Good for Local Economic Growth? The purpose of Essay 1 is to analyzethe effect of professional sports on the municipality’s tax base. I find no indications of a positive effect on the growth rate of per capita income from having a team in the top series. Essay 2: Equality of Quality of Day Activity Service Programs in Sweden. In this Essay we investigates the equality of the day activity service programs for people with intellectual disabilities provided by local governments in Sweden. The findings are that despite the Act concerning Support and Service for Persons with Certain Functional Impairments intended to secure equality in living conditions, the quality of day activity service programs seems to be dependent on the local government’s tax base as well as the political preferences. In Essay 3: Analysis of Cost and Quality Indicators of Day Activity Service Programs in Sweden, we analyze the distribution of observable quality indicators for daily activity service programs. We find that municipalities that conduct regular user surveys find reasons to spend more per user on average. Additionally, the probability for transitions to employment at a regular workplace is higher in municipalities where as a routine a review is made of whether each participant can be offered an internship or work. The objective of Essay 4: The Composition of Local Government Expenditure and Growth: Empirical Evidence from Sweden, is to analyze whether there is a possibility of enhancing the average income growth rate at the local level by redistributing expenditure between main functional areas of local governments, while keeping the budget restriction fixed. We find that devoting large shares of expenditure on areas that increase labor supply, such as child care are positively related to growth in income. Additionally we find that spending areas previously categorized as productive can have a non-linier relationship with growth.
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Aurouet-Himeur, Aurélie. "L'égalité professionnelle homme-femme : étude de droit français et algérien." Thesis, Tours, 2013. http://www.theses.fr/2013TOUR1001/document.
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Notre siècle a consacré le principe de l’égalité professionnelle entre les femmes et les hommes. L’étude comparée en France et en Algérie, deux systèmes juridiques distincts, permet d’aborder ses aspects tant théoriques que pratiques. La distinction entre Orient et Occident peut-elle impacter sur la réalisation de l’égalité professionnelle entre les sexes ? L’étude révèle une convergence évidente. L’égalité juridique entre les sexes est reconnue en droit positif français et algérien (Partie 1). L’omniprésence et la complexité de la notion seront exposées. S’en suit une reconnaissance internationale et nationale du principe, qui a fait abstraction des considérations culturelles. Toutefois, les constats de situations inégalitaires demeurent. Bien que l’application du principe soit étendue, la portée relative du principe s’affirme (Partie 2). La recherche d’un équilibre social entre les sexes progresse pour garantir un principe effectifOur century established the principle of professional equality between women and men. A comparative study in France and Algeria, two distinct legal systems, allows us to underline both theoretical and practical aspects. Can the distinction between East and West impact on the achievement of professional equality between the sexes? Another study reveals a clear convergence. Legal equality between the sexes is recognized in french and Algerian law (Part 1). The pervasiveness and complexity of the concept will be shown. Ensues international and national recognition of the principle, which was to ignore the cultural considerations. However the findings of unegalitarian situations remain. Although the principle is extended, the relative significance of the principle asserts (Part 2). The search for a social balance between men and women progresses in order to ensure effective the principle
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Wegrzyn, Eva. "Gender Mainstreaming." Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-221283.
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Gender Mainstreaming ist eine gleichstellungspolitische Strategie, die daraufhin ausgerichtet ist, sämtliche Entscheidungen in einer Organisation kritisch auf ihre Auswirkungen auf die von geschlechterbezogenen Ungleichheiten unterschiedlich geprägte Lebensrealität von Frauen und Männern zu überprüfen und diesbezüglich bestehende Differenzen abzubauen. Kritik wird u. a. aufgrund der voraussetzungsreichen Umsetzung und der Gefahr, stereotype Geschlechterbilder zu verfestigen, geübt.
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Eicker, Jannis. "Gender-Pay-Gap." Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-223783.
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Der Gender-Pay-Gap ist eine statistische Kennzahl zur Messung der Ungleichheit zwischen Männern* und Frauen* beim Verdienst. Es gibt zwei Versionen: einen "unbereinigten" und einen "bereinigten". Der "unbereinigte" Gender-Pay-Gap berechnet den geschlechtsspezifischen Verdienstunterschied auf Basis der Bruttostundenlöhne aller Männer* und Frauen* der Grundgesamtheit. Beim "bereinigten" Wert hingegen werden je nach Studie verschiedene Faktoren wie Branche, Position und Berufserfahrung herausgerechnet. Neben dem Gender-Pay-Gap gibt es noch weitere Kennzahlen von Einkommensdiskriminierung wie dem Gender-Pension- oder auch dem Racial-Pay-Gap.
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Wegrzyn, Eva. "Gender Mainstreaming." Universität Duisburg-Essen, 2014. https://ul.qucosa.de/id/qucosa%3A15450.
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Gender Mainstreaming ist eine gleichstellungspolitische Strategie, die daraufhin ausgerichtet ist, sämtliche Entscheidungen in einer Organisation kritisch auf ihre Auswirkungen auf die von geschlechterbezogenen Ungleichheiten unterschiedlich geprägte Lebensrealität von Frauen und Männern zu überprüfen und diesbezüglich bestehende Differenzen abzubauen. Kritik wird u. a. aufgrund der voraussetzungsreichen Umsetzung und der Gefahr, stereotype Geschlechterbilder zu verfestigen, geübt.
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Mdete, Devotha. "INVESTIGATING THE ROBUSTNESS OF MULTIVARIATE TESTS OF EQUALITY OF MEANS USING DIFFERENT SCENARIOS." Thesis, Örebro universitet, Handelshögskolan vid Örebro Universitet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-49389.
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Berger, Christian. "Diskriminierung." Universität Leipzig, 2018. https://ul.qucosa.de/id/qucosa%3A21185.
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Mit dem Begriff Diskriminierung wird der benachteiligende, herabsetzende oder abwertende Umgang mit Personen, die (imaginierten) gesellschaftlichen Gruppen zugeordnet werden, beschrieben. Diesem gehen psychologische Dynamiken der Stereotypisierung sowie historisch komplexe soziale Prozesse und Strukturen der Differenzierung und Hierarchisierung voran. Aufgrund sozialer, politischer und wissenschaftlicher Auseinandersetzungen ist Diskriminierung mittlerweile nicht nur als (Menschen-)Rechtsverletzung anerkannt, sondern permanent Gegenstand von Kontroversen über die (Il-)Legitimität von (Un-)Gleichbehandlung.
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Doucet, Andrea. "Gender equality, gender differences and care : towards understanding gendered labour in British dual earner households." Thesis, University of Cambridge, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260429.
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Alvarado, Beatriz Irene. "Justice, Fairness, and Moral Development: Differences in the Generation of Exemplars." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/242383.
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Fairness and justice are often used interchangeably in socio-legal research. The goal of this study was to use 157 student-produced examples of either "injustice" or "unfairness" to determine whether differences exist in the content of the stories, and by extension, the definitions of these terms, and on participants' scores on modified versions of Kohlberg and Gilligan's levels of moral development. As hypothesized, the two terms were related, yet significantly different, with "unfairness" stories highlighting violations of equality, and "injustice" stories highlighting legal interactions and violations of equity. Sex differences were also found such that females were more likely to write stories rated high on unfairness and therefore equality, but no sex differences were found in level of moral reasoning reached by this sample. Future research is aimed at developing theory to explain differences, including the possible innate nature of "fairness" and environmental requirements leading to a concept of "justice".
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Brodersen, Folke, and Kerstin Oldemeier. "Coming-out." Universität Leipzig, 2017. https://ul.qucosa.de/id/qucosa%3A15946.
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Der Begriff Coming-out ist in politischer, wissenschaftlicher und alltagspraktischer Hinsicht mit verschiedenen Bedeutungen belegt. Ausgehend von seiner ursprünglichen Verwendung für die Initialisierung junger Edelfrauen auf einem semi-öffentlichen Heiratsmarkt im 19. Jahrhundert wurde er später für die (erstmalige) Thematisierung einer Nicht-Heterosexualität/Cisgeschlechtlichkeit üblich. Daran anschließend hat er etliche historisch-soziale Transformationen erfahren, die vor allem auf einer Verschiebung bzw. auf einer Umkehrung der Ökonomie der Sichtbarkeit beruhen, die sexuelle Abweichung formiert und ins Zentrum gesellschaftlicher Aufmerksamkeit setzt.
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Ben-Galim, Dalia. "Equality and diversity : the gender dimensions of work-life balance policies." Thesis, University of Oxford, 2008. http://ora.ox.ac.uk/objects/uuid:d078b9c7-ceab-454c-a1b6-09ebe88fb725.
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This thesis analyses the gender dimensions of work-life balance policies in the UK. It focuses on three related questions: firstly, to what extent are work-life balance policies framed by 'diversity'; secondly, how does this impact on the conceptualisation and implementation of work-life balance policies (in government and in organisations); and thirdly, what are the implications for gender equality? Through analysing published research, the UK Government's work-life balance agenda and data generated from three selected case study organisations, the prominent dimensions of diversity that shape the conceptualisation and implementation of work-life balance policies are presented. This thesis argues that the concept of diversity - as defined by the feminist literature - offers the potential to progress gender equality through overcoming the same-difference dichotomy, and by recognising multiple aspects of identity. However, this theoretical potential is not necessarily reflected in practice. With the emphasis on the individual worker and choice, diversity has been primarily defined as 'managing diversity', and has a significant affect on how work-life balance policies have been applied in both government policy and organisational practice. The UK Government states that work-life balance policies are meant to provide everyone with opportunities to balance work with other aspects of life. The current policy framework targets parents and in particular mothers, potentially limiting the choices that men and women have to 'work' and 'care'. Locating work-life balance policies within the context of 'managing diversity' supports and facilitates women's employment, but does not necessarily challenge fundamental gender disparities such as occupational segregation and gender pay gaps. Analysis of the UK Government's current agenda and organisational case studies show that despite progressive equality, diversity and worklife balance agendas, work-life balance policies are limited in challenging persistent structural gender inequalities.
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Carlson, Johanna, and Hanna Malmfors. "Gender Differences in Commuting over Municipality Borders : A study of regional Human Capital’s effect on commuting in Sweden." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Nationalekonomi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-39840.
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Gender equality has increased over time, and the question of how it progresses is highly important. Commuting behavior is an essential theme in Economic research since it, for example, affects the market structure, the distribution of labor, and economic growth. The purpose is to investigate how human capital impacts individuals’ commuting to work, and especially if human capital has different effects on women and men. To construct our model, we present several factors of interest that affect commuting, where human capital is the main variable investigated. Previous research show that women’s commuting behavior differs from men’s. By analyzing data from 2016, we aim to study the difference between women and men, by investigating the factors that impact their commuting for work over municipality borders in Sweden. The contribution of this paper is to increase the understanding of commuting within regional economics and gender studies. Our result show that human capital affects net outgoing commuting for both women and men, but the extent of the effect differs. Women are less affected by the level of human capital, and they still commute less than men although more women obtain higher human capital, in terms of education.
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Nyström, Joe. "Jämställdhet? Hjärna det! : En studie om neurologiska och biologiska könsskillnader och dess inverkan på musikämnet och den svenska skolan." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-163393.
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This thesis examines in Swedish teacher education often neglected areas to increase the understanding for the essential differences between the two sexes and furthermore: how these differences affect us from an evolutionary and biological perspective. The study investigates previous research within the area - particularly evolution, neurology, hormones and genetics that affects our behavior. It also scrutinizes theories of social construction which primarily lodged the foundation for learning within the last century and served as explanation model for how human beings turn out in life. Research is analyzed regarding how music may be perceived differently and how they may affect stereotypical choices regarding instrument and other preferences. Also, the study evaluates research regarding how the Swedish school is designed to uphold gender equality in their goals and in their national curriculum. Finally, conclusions whether the Swedish school is providing enforcement regarding scientific regulations, which the law demands from it – in this case biological factors – are being looked at. The results show that biological differences between males and females may influence human behavior to a greater degree than earlier predictions, and that the Swedish school is mostly founded on a social constructionist point of view. These results indirectly question the Swedish National Agency for Education’s definition of equality, which paradoxical may lead to equity. Or, equality by outcome. Which do not take biological sex differences, or even individual differences into account.
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Gurgel, Yara Maria Pereira. "Direitos humanos, princípio da igualdade e não discriminação: sua aplicação às relações de trabalho." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/7852.
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Previous issue date: 2007-11-23The proposal of the present doctorate thesis is to study the concept of the equality and non segregation principle as the basis for the human rights and its application to work affairs. As the preliminary focus, statistic data that show the social reality of developed and developing countries are presented as well as its close relation to discrimination and discrimination-vulnerable groups. The first part of the thesis refers to the equality, to the human s dignity principles, and to the non discrimination principle as the basis and guiding principle of all Occidental civilization legal system. That is the main reason the question that deals with the difficulty to implement contractual freedom that comes from the autonomy of the parts, from the affirmative actions, and the non-discrimination principle as the protection rule of every human being was discussed in detail. The second part refers to the study of the human rights, specially the social rights and the principle of equality, related to the work place environment. Questions were addressed such as history, acceptation, addressees, indivisibility, and human rights included in the international treaties, which were inserted in the special, regional, and general protection systems. The last part refers to the country (Brazil) legal system. Firstly, the position given to human rights treaties, its consequence, and impact. Later on, the combat to work place discrimination based mainly on skin color, race, gender or physical condition prejudices
A proposta da presente tese de Doutorado é o estudo acerca do Princípio da Igualdade e Não Discriminação como fundamento dos Direitos Humanos e sua aplicação às relações de trabalho. Como enforque preliminar são apresentados dados estatísticos que expõem a realidade social dos Países industrializados e dos Países em desenvolvimento e sua direta vinculação com a discriminação e os grupos vulneráveis. A primeira parte do trabalho trata dos Princípios da Dignidade da Pessoa Humana e da Igualdade e Não Discriminação como fundamento maior e norma condutora de todo o Ordenamento Jurídico da civilização Ocidental. Daí por que se aborda a questão do entrave entre a liberdade contratual decorrente da autonomia da vontade das partes, o Princípio da Igualdade e Não Discriminação como norma de proteção ao ser humano e as Ações Afirmativas. A segunda parte concretiza o estudo dos Direitos Humanos, analisando especialmente os Direitos Sociais e o Princípio da Igualdade, já que relacionados ao mundo laboral. Desenvolvem-se questões ligadas à historicidade, acepção, destinatários, indivisibilidade e dimensões dos Direitos Humanos nos Tratados Internacionais inseridos nos Sistemas Geral, Regional e Especial de Proteção. A última parte do trabalho é dedicada ao Ordenamento Jurídico pátrio. Primeiro, a posição conferida aos Tratados de Direitos Humanos, sua conseqüência e impacto. Adiante, o combate à discriminação nas relações de trabalho, em especial aquela motivada pela raça/cor, gênero e pela condição física
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Abusagr, Leila, and Milica Bozic. "Könsskillnader utifrån sexual economics theory och sexual double standards." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-34674.
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Sexual economics theory (SET) innebär att kvinnor kan använda sin sexualitet som resurs mot mäns materiella och emotionella resurser. Sexual double standards (SDS) innebär att män och kvinnor uppmanar män men avråder kvinnor från casual sex. Ökad medvetenhet kan leda till att skillnader mellan råd till män respektive kvinnor undviks, vilket minskar SDS och främjar jämställdhet. Studien undersökte om SET har fäste i ett samhälle som anses jämställt. Ett tillgänglighetsurval på 125 kvinnor och 75 män gjordes vid en högskola i Mellansverige. Enkätundersökningen berörde råd om casual sex, aspekter som söks i en partner samt påståenden relaterade till SET. Män uppvisade SDS eftersom de uppmanade andra män mer än de uppmanade kvinnor till casual sex. Däremot visade kvinnor tendens till omvänd SDS gällande casual sex, vilket tyder på ojämställdhet i Sverige. I framtida studier rekommenderas specificering av person som får råd, då mätningen blir mer reliabel och resultat kan generaliseras.
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Mayper, Merrill Andrea. "Teaching Acceptance of Differences and Equality across General Education Curricula: Changing Perspectives on Multiculturalism and Social Acceptance through Transformative Learning." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1415721847.
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Basher, Christine, and Louise Karlsson. "En könad praktik? -En kvalitativ studie om hur förskolepedagogers interaktioner med barnen på förskolanreproducerar samhälleliga könsnormer." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-85719.
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As an institution, the preschool shall contribute to an active education of democracy andequality. Preschool educators are important intermediaries within the educational system andtheir work shall contribute to a democratic environment. The methods that preschooleducators use has a big impact on children’s education and application of democraticprinciples and how children get affected by this is based on the values that the preschool hasin their environment. The preschool supports different principles of equality, which meansthat they work actively to strengthen the child’s knowledge and values for equality in livingconditions. The preschool also teaches the children that everyone is equal regardless thegender. Research shows that children at the age of 2.5 begin to make use of their genderidentity, girls begin to show stereotypically female tendencies while boys showstereotypically male tendencies. The children’s identity is formed and created throughinteraction with other people, for example preschool educators at the preschool. Therefore, itis interesting to see how preschool educators affect children’s gender socialization in thepreschool by focusing on the roles that preschool educators take in the making of gender. Thepurpose of the study was to gain a deeper understanding of how preschool educators relate toboys and girls at the preschool. Are the children treated equally within the preschoolenvironment or is there a difference between what gender they have and further on howgender is created in practice. Our qualitative study was conducted at a preschool in middleSweden where we studied preschool educators’ interactions with the children. To answer thepurpose of the study, we made participant observations and interviews with preschooleducators at the preschool. The results of the study show us that preschool educators behavedifferently to boys and girls despite having conscious thoughts about gender. Howapproaching the gender happens unconscious in preschool educators’ interactions with thechildren.Förskolan som institution ska medverka till en aktiv fostran av demokrati och jämställdhet.Inom skolväsendet är förskolepedagoger betydelsefulla förmedlare, förskolepedagoger skasåledes bidra till en demokratisk miljö. Förskolepedagogers arbete, vilka förhållningssätt menäven vilka värderingar de har på förskolan påverkar barnens fostran och tillägnandet av dedemokratiska principerna. Förskolan stödjer olika principer för jämställdhet vilket innebär attde aktivt stärker barnets kunskaper och värderingar för jämlikhet i levnadsvillkor. Påförskolan ska barnen lära sig att alla människor är lika mycket värda oavsettkönstillhörighet. Forskning visar att barn vid en ålder av 2,5 år börjar att använda sig av sinkönsidentitet, flickor börjar visa stereotypiskt kvinnliga tendenser medans pojkar visarstereotypiskt manliga tendenser. Barnens identitet formas och skapas genom interaktion medandra människor exempelvis förskolepedagoger på förskolan. Därför är det intressant attstudera hur förskolepedagoger påverkar barnens könssocialisation i förskolan genom attfokusera på förskolepedagogers roller i görandet av kön. Syftet med studien var att få endjupare förståelse om hur förskolepedagoger förhåller sig till pojkar och flickor på förskolan.Behandlas barnen lika inom förskolans miljö eller det skiljer sig åt på grund av barnens olikakönstillhörigheter, det vill säga hur genus skapas i praktiken. Vår kvalitativa studiegenomfördes på en förskola i mellansverige där vi studerade förskolepedagogers interaktionermed barnen. För att besvara studiens syfte gjorde vi deltagande observationer och intervjuermed förskolepedagoger på förskolan. Resultatet av studien visar att förskolepedagogerförhåller sig olika till pojkar och flickor trots att de har medvetna tankar om genus. Ettgörande av kön sker omedvetet i förskolepedagogers interaktioner med barnen.
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Dancu, Toni Nicole. "Designing Exhibits For Gender Equity." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/339.
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Gender equity has been a national and global aim for over half a century (Ceci & Williams, 2007; National Center for Education Statistics, 2003; National Science Board, 2008). While gains have been made, one area where inequity remains is spatial reasoning ability, where a large gender gap in favor of males has persisted over the years (Else-Quest, Linn, & Shibley Hyde, 2010; National Science Board, 2008; Ruble, Martin, & Berenbaum, 2006). This gender gap in spatial reasoning has had substantial societal impact on the career interests of females in areas of Science, Technology, Engineering, and Math (STEM), contributing to the larger societal need to engage non-dominant groups in these fields to reduce outsourcing (Ceci & Williams, 2007; Jaschik, 2007; Wai, Lubinski, & Benbow, 2009; White, 1992). Both spatial reasoning ability and STEM career interest have been related to science museum visits (Hamilton, Nussbaum, Kupermintz, Kerkhoven, & Snow, 1995; Salmi, 2001, 2002). However, researchers have also found a gender gap in favor of males in regard to science museum attendance and experiences once at the museum (Borun, 1999; Crowley, 2000). There are many suggestions for increasing female engagement at science museums and creating equitable experiences, but few have been systematically studied (Kekelis, Heber, & Countryman, 2005; Koke, 2005; Maher, 2005; Taylor, 2005). This research investigated gender equitable exhibit development by enhancing a geometry exhibit with several female-friendly design features and analyzing video data to determine the effects on girls' engagement and social interactions with their caregivers. The findings suggest that incorporating several female-friendly design features leads to significantly higher engagement for girls (evidenced by greater attraction and time spent). This study also looked for any unanticipated negative effects for boys after incorporating the female-friendly design features. It is encouraging that this study was unable to detect any unintended negative effects for boys; however, such non-significant results are inconclusive and should not dissuade future research and design teams from continuing to check for unanticipated ill effects of female-friendly design features for boys. While the positive effects for girls were significant, it is important to note that they were not significantly more positive for girls than for boys; further research is needed to determine whether the female-friendly design features create a more equitable experience for girls, or a more positive experience for everyone. This study did not identify any significant differences in parent-child verbal social interactions between the two versions of the exhibit; however, the pattern of results suggests that gender discrepant parent explanations, as found by Crowley, 2001 in a children's museum, may be less of a concern for girls in science centers, providing an interesting area for future study. This research presents evidence to support incorporating female-friendly design features in future science exhibit development projects, and indicates areas where future studies are still needed to gain a deeper understanding of their effects.
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Talongwa, Catherine. "Racial Differences in Hospital Readmission and Reimbursement Rates for Patients with Congestive Heart Failure." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7958.
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Congestive heart failure (CHF) is associated with a significant economic burden that includes frequent emergency department visits, hospitalizations, and readmissions. The purpose of this study was to examine the differences, if any, between hospital readmission rates and insurance reimbursement rates for non-Hispanic Black and White CHF patients in California. The theoretical framework was Bandura's social cognitive theory. Secondary data for this quantitative study were obtained from the Office of Statewide Health Planning and Development and State Inpatient Databases from Healthcare Cost and Utilization for calendar year 2014-2016. A t-test and Levene's test for equality of variance were conducted on a sample of 11,905 patient records from 675 hospitals in California; the readmission discharge data and insurance reimbursement rates were analyzed by ethnicity and payer type. The results indicated that there was not a statistically significant difference between non-Hispanic Blacks as compared to non-Hispanic Whites in relation to readmission rates (M = 49.6, SD = 38.28) or insurance reimbursement rates (M = 50.88, SD = 36.52). Non-Hispanic Blacks had a higher readmission rate (36%) as compared to Whites (29%), and although these results are not significant, they support the need for healthcare professionals to develop programs that meet the needs of the community. The results of this study contribute to positive social change by providing information that healthcare professionals may be able to use to decrease CHF readmissions and improve access to care for non-Hispanic Blacks and other vulnerable patient groups.
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Åslund, Anna-Karin, and Mattias Brunnström. "Lika som bär? : en jämförelse mellan svenskt och kinesiskt ledarskap ur svenskt perspektiv." Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7465.
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Titel: Lika som bär? – En jämförelse mellan svenskt och kinesiskt ledarskap ur svenskt perspektiv. Nivå: C-uppsats i ämnet företagsekonomi. Författare: Mattias Brunnström och Anna-Karin Åslund. Handledare: Lars Ekstrand Datum: 2010-06 Syfte: Kina är ett land med en starkt växande ekonomi och allt fler svenska företag har börjat få upp ögonen för denna nya kraftfulla marknad. En etablering i Kina kan dock försvåras avsevärt eftersom kulturen skiljer sig från den svenska i många avseenden. Denna kulturella skillnad väcker frågor gällande det ledarskap som är nödvändigt för att kunna utnyttja Kinas potential. Syftet med detta arbete är att ta reda på hur svenska ledare upplever de utmaningar avseende kulturella skillnader som det innebär att vara verksam ledare i Kina. Vi vill även ta reda på om de olikheter och likheter som existerar i litteraturen stämmer överens med verkligheten. Metod: Vi har använt oss av en kvalitativ metod. Tio frågor har utarbetats av författarna med grund i den studerade litteraturen. Frågorna har sedan skickats med e-post till respondenterna som fått cirka två veckor på sig att besvara dem. Svaren har vi bearbetat och redovisat. Resultat & Slutsats: Den kinesiska kulturen skiljer sig på många punkter från den svenska. Den svenska kulturen och det svenska arbetslivet präglas av jämlikhet. I Kina är däremot hierarki väldigt viktigt och det påverkar i allra högsta grad arbetet. Särskilt känsligt är kritik och feedback. Vikten av hierarki gör även att kinesiska medarbetare har svårt att närma sig sin chef. Förslag till fortsatt forskning: Vi tycker att det skulle vara intressant att genomföra en branschstudie som representeras av både svenska och kinesiska ledare för att få en bättre bild av hur kinesiska ledare ser på svenska ledare samtidigt som skillnader inom olika branscher belyses. Nyckelord: Kultur, ledarskap, hierarki, jämlikhet, skillnader, Sverige, Kina.Title: Peas in a pod? – A comparison between Swedish and Chinese leadership from Swedish perspective. Level: Final assignment for Bachelor Degree in Business Administration. Author: Mattias Brunnström and Anna-Karin Åslund. Supervisor: Lars Ekstrand. Date: 2010-06 Aim: China is a country with a strongly growing economy and more and more Swedish companies have began to open their eyes to this powerful market. An establishment in China can be considerably complicated because the culture is different in many aspects. This cultural difference brings up questions regarding the leadership that is necessary to exploit Chinas potential. The aim of this paper is to find out how Swedish leaders experience the challenges regarding the cultural differences involved in being a leader in China. We would also like to find out if the differences and similarities that exist in the literature are accurate with reality. Method: We have used a qualitative method. Ten questions have been worked out with a foundation in the studied literature. The questions where then e-mailed to the respondents that had about two weeks to answer them. The answers have been processed and presented by us. Result & Conclusions: The Chinese culture is in many ways different from the Swedish. The Swedish culture and the Swedish work-life are characterized by equality. In China on the other hand, hierarchy is very important and it does very much affect work. Particularly sensitive is critique and feedback. The importance of hierarchy also makes it hard for Chinese workers to approach their boss. Suggestions for future research: We think it would be interesting to conduct industry studies which are represented by both Swedish and Chinese leaders to get a better picture of how Chinese leaders see the Swedish leader while differences are highlighted in different industries. Key words: Culture, leadership, hierarchy, equality, differences, Sweden, China.
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Enebjörk, Sara, and Elisabeth Lindström. "Pojkars lägre måluppfyllelse i skolan : En intervjustudie med lärare." Thesis, Umeå universitet, Pedagogiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-167367.
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Genom studiens syfte som var att studera hur specialpedagoger och lärare i grundskolan uppfattade orsaker till skillnader i måluppfyllelse för pojkar respektive flickor, samt vilka arbetssätt som användes för att kunna motverka den problematiken, ville vi bidra till ökad kunskap. Bakgrund och tidigare forskning behandlade olika styrdokument, hur könsbegreppet kunde förstås inom pedagogiken, könsskillnader i måluppfyllelse samt olika förklaringar och framgångsrika metoder för att motverka dessa skillnader. Som övergripande teoretiskt ramverk användes sociokulturellt perspektiv på lärande. Studiens empiriska data samlades in genom semistrukturerade intervjuer med fem lärare och fem specialpedagoger på några olika skolor och stadier i två kommuner. Resultatet visade på att både specialpedagoger och lärare fann förklaringar till könsskillnader i måluppfyllelse hos både individen och omgivningen. För att minska könsskillnader i måluppfyllelse framkom bland annat förslag på arbete med läsinlärning, formativt förhållningssätt och kooperativt lärande, men de flesta informanterna menade att detta inte är ett prioriterat område. I fråga om hur informanterna uppfattade att området uppmärksammades i det vardagliga arbetet på skolorna framkom att det inte var särskilt frekvent och att det inte ingick i det systematiska kvalitetsarbetet på någon av de undersökta skolorna. Däremot var nästan hälften av informanterna positiva till fortbildning inom området, även om några menade att fortbildning inom andra områden var viktigare i nuläget.Through the purpose of the study, which is to investigate how special educators and educators in compulsory school perceived causes of differences in goal achievement for boys and girls, as well as the working methods used to counteract this problem, we wanted to contribute to increased knowledge. Background and previous research dealt with various control documents, how the concept of gender could be understood in pedagogy, gender differences in goal fulfillment as well as various explanations and successful methods for countering these differences. Socioculturally perspective on learning was used as an overall theoretical framework. The study's empirical data was collected through semi-structured interviews with five educators and five special education teachers at a few differentschools and stages in two municipalities. The result showed that both special educators and educators found explanations for gender differences in goal achievement in both individuals and the environment. To reduce gender differences in goal attainment suggestions were, working with enhancing reading, a more formative approach and cooperative learning emerged. Most participants did not feel that this was a priority field. In regards to how the informants perceived that the field was noticed in everyday work at the schools, it was found that it was not very frequent and that it was not included in the systematic quality work at any of the schools surveyed. However, almost half of the informants were positive about continuing education in the area, although some thought that continuing education in other areas was more important at the present time.
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Pulvertaft, Amelia. "Examining Discourses of Women in Ground Close Combat : How the potential for gender equality in the British Armed Forces has been limited by the construction of gender differences." Thesis, Linköpings universitet, Tema Genus, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166721.
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In 1997, 70% of British Armed Forces roles were opened to women. Women were still excluded from ground close combat (GCC) roles, where the primary purpose is to close in on and kill the enemy at short range, usually under 30 metres, using weaponry or hand to hand combat. Excluding women from GCC roles in the military was covered under Section 85(4) of the Sex Discrimination Act 1975. In order to legally retain the exclusion, the European Community Equal Treatment Directive stipulated that a review of the role of women in certain ground close combat environments should be undertaken every eight years. In this study I will be using post-structural policy analysis to examine the ways the 2010 and 2016 reviews on women in ground close combat have constructed gender difference. The findings have shown that cohesion and physical capacity have been deemed essential to combat effectiveness, therefore in this study I argue that the subtexts of these “essential” factors of combat are actively limiting the potential for gender equality in the British Armed Forces.
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Sunnari, V. (Vappu). "Gendered structures and processes in primary teacher education:challenge for gender-sensitive pedagogy." Doctoral thesis, University of Oulu, 1998. http://urn.fi/urn:isbn:9514246985.
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Abstract
My aim was to study gendered structures and processes and the challenges arising from them in primary teacher education. The topic was studied from structural and from agency-based and processual perspectives. The special tools used in the analyses consisted of culturally produced differences and asymmetry and the symbolic meanings given to them.
The study included historical and contemporary parts. The historical part of the study acquired its focus through the structures of the first Finnish Teacher Seminar and through three annual curricula of primary teacher education in Oulu. Data for the contemporary analyses were collected during a pedagogic development project carried out at the Oulu Department of Teacher Education in the years 1988–1996
The most visible components of the gender system identifiable in the structures of the first Finnish Teacher Seminar were the following:
– different aims for personal growth
– sex- and grade-based division of prospective teachers: female teachers for girls of all ages and small boys, male teachers for boys aged 10 or more
– differences in study subjects; especially in physical education, handicraft and pedagog
– everyday chores and pedagogical tasks of the student
– moral code and normative contro
– different enrolment requirements
The sex-related differences in the first curriculum of the Oulu College of Teacher Education were surprisingly similar to the differences seen in the first Finnish Teacher Seminar. The academic curricula proved to be ostensibly gender-neutral. But the research findings showed, in accordance with several other research findings, that formal neutrality does not eliminate institutionalised gendered features or gendered perspectives for personal and/or professional development. On the basis of the findings, the following aspects of the gender system and gender contracts in contemporary primary teacher education in Oulu could be identified:
– Almost without exception, the students qualifying in the education of the first two forms were female.
– Female students qualified in various subjects taught in primary school while male students rather tended to acquire their qualifications according to a more personal orientation. Their special qualifications were mostly physical education and technical work.
– There was a tendency among the student teachers to notice boys differently from girls and to experience boys as more challenging, and to
– interpret pupils’ school achievements in sex-related ways. This tendency was also shared by te pupils.
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Purth, Valerie, and Christian Berger. "Frauen*rechte." Universität Leipzig, 2017. https://ul.qucosa.de/id/qucosa%3A15941.
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Frauen*rechte beschreiben Grund- und Menschenrechte, die für Frauen* und Mädchen* besonders relevant sind, wie beispielsweise das Recht auf politische Partizipation, auf Bildung, auf Gesundheit oder auf körperliche sowie sexuelle Integrität. Bemühungen um und die Konzeption von Frauen*rechten sind sowohl auf inter- als auch auf nationaler Ebene von Frauen*rechtsbewegungen beeinflusst. Trotz des strukturellen male bias des Rechts kennen sowohl das internationale Menschenrechtsregime als auch nationale Rechtsordnungen Gewaltschutzmechanismen, Geschlechterdiskriminierungsver- oder Gleichstellungsgebote. Kritik gegenüber Frauen*rechten wird aus kulturrelativistischen, universalistisch-feministischen, postkolonialen und queer-feministischen Perspektiven geübt.
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Yaqoob, Gulraiz, and Ammar Avais. "Importance of Shelf Space : Is shelf space equally important for the different product categories in grocery store (ICA Alidhem)?" Thesis, Umeå University, Umeå University, Faculty of Social Sciences, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-34960.
Full textAbstract:
The way consumers choose between different categories of grocery items on display at super markets depends on a number of behavior patterns and factors. The aim of this research was to know how consumer makes the selection in between the different product categories and how premier shelf space affects their decision making process. No doubt, there are so many factors, which can influence the consumer’s decision- making process for grocery shopping. In this research we studied the importance of seven factors on the sale of 12 product categories in ICA Alidhem stores.
A social survey was conducted and 96 filled questionnaires were collected from the different people who were living near to the ICA Alidhem store. Spss tool was used to analyze the data.
Likert scale was used to know the importance of these seven factors for the sale of 12 product categories and through our research we came to know that out of these seven factors, shelf space is the least important factor for 9 product categories studied. This result could be helpful for ICA Alidhem store for defining the planogram and for manufacturers of these 12 product categories as well. On the bases of mean value we defined the priority set and the purpose of this priority set is to know the importance of shelf space for these 12 product categories.
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Nyström, Joe. "Jämställdhet? Hjärna det! : En studie om neurologiska och biologiska könsskillnader och dess inverkan på musikämnet och den svenska skolan." Thesis, Umeå universitet, Institutionen för estetiska ämnen i lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160096.
Full textAbstract:
This thesis examines in Swedish teacher education often neglected areas to increase the understanding for the essential differences between the two sexes and furthermore: how these differences affect us from an evolutionary and biological perspective. The study investigates previous research within the area - particularly evolution, neurology, hormones and genetics that affects our behavior. It also scrutinizes theories of social construction which primarily lodged the foundation for learning within the last century and served as explanation model for how human beings turn out in life. Research is analyzed regarding how music may be perceived differently and how they may affect stereotypical choices regarding instrument and other preferences. Also, the study evaluates research regarding how the Swedish school is designed to uphold gender equality in their goals and in their national curriculum. Finally, conclusions whether the Swedish school is providing enforcement regarding scientific regulations, which the law demands from it – in this case biological factors – are being looked at. The results show that biological differences between males and females may influence human behavior to a greater degree than earlier predictions, and that the Swedish school is mostly founded on a social constructionist point of view. These results indirectly question the Swedish National Agency for Education’s definition of equality, which paradoxical may lead to equity. Or, equality by outcome. Which do not take biological sex differences, or even individual differences into account.
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Lorenzo, Theresa. "We don't see ourselves as different : a web of possibilities for disabled women : how black disabled women in poor communities equalise opportunities for human development and social change." Doctoral thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/9982.
Full textAbstract:
Includes bibliographical references.This thesis plots a participatory action research (PAR) study that was done in collaboration with disabled women in Khayelitsha and Brown's Farm on the outskirts of Cape Town, South Africa, over a two and a half year period. The aim of the study was to explore how disabled women living in poor communities equalise opportunities for human development and social change. The PAR approach was used to encourage the participation of disabled women to produce new knowledge and consciousness-raising related to the barriers faced and strategies used for their development since acquiring their impairments. The research partners were the SACLA Health Project, the Disabled Women's Development Project of Disabled People South Africa and the Division of Occupational Therapy, University of Cape Town.