Dissertations / Theses: 'Feminist critical theory'

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McFadden, Caroline. "Critical white feminism interrogating privilege, whiteness, and antiracism in feminist theory." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/472.

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It is vital that feminist theory and critical white studies be combined in order to form what I call critical white feminism. Both critical white studies and feminist studies are often limited in their ability to adequately address the complex interconnectivity of racial and gender privilege and oppression. In general, feminist scholarship produced by white feminists excludes and oppresses women of color and is therefore inadequate. I refer to this problem as white feminist racism and argue that white feminists are ignorant of the ways in which whiteness and privilege facilitate problematic theorizing. Unlike white feminist theories, the emerging field of critical white studies provides a foundation for exploring whiteness in a racist society. However, critical white theories often examine racism and whiteness without attention to gender, and are therefore inadequate, as well. Consequently, another approach is necessary for the development of liberatory theories that sufficiently conceptualize social change. As a solution to the limitations of both feminist studies and critical white studies, I propose critical white feminism, which encourages white feminists to interrogate whiteness and privilege. The purpose of critical white feminism is to a) conceptualize an inclusive and transformative antiracist feminist framework and agenda, b) challenge white feminist racism and white feminist hegemony, c) encourage open and honest communication between feminists across differences, and d) facilitate feminist solidarity and mobilization.
B.A.
Bachelors
Arts and Humanities
Philosophy

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Todd, Sharon. "The politics of knowledge : a critical theoretical approach to feminist epistemology and its educational implications." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61314.

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Stemming from the dialectical concepts of critical epistemology developed by feminism and Critical Theory (specifically, the Frankfurt School), this thesis attempts to articulate the political dimension of knowledge and to demonstrate how this dimension is incorporated into the liberatory pedagogical theory of Paulo Freire, Henry Giroux and various feminist authors. Hence the epistemological significance of domination and oppression is explored in relation to the concepts of subjectivity and objectivity held by critical epistemology.
In ultimately aiming at liberation from social oppression, both Critical Theory and feminist epistemology provide theoretical insights into the social construction of knowledge, the intersubjective character of knowledge and the depth psychological dimension of the knower. It is maintained that a synthesis of these insights can provide the groundwork for a liberatory educational theory based on the interrelation between experience and knowledge. Also, in dialectical interaction, a liberatory educational theory provides a means for actualizing the liberatory aim of critical epistemology.

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Schmiedel, Stevie. "Contesting the oedipal legacy : Deleuzean vs psychoanalytic feminist critical theory." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289082.

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Korner, Barbara Josefine. "Critical passion : a feminist theory of non-violence and social change." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364364.

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Lindberg, Helen. "Only Women Bleed? : A Critical Reassessment of Comprehensive Feminist Social Theory /." Örebro : Örebro University Press, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-6051.

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Evers, Barbara. "The contribution of gender analysis to economic theory and its policy applications." Thesis, University of Manchester, 2010. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:110580.

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Kingston, Stephen. "Dilemmas of British and Italian feminist movements and critical social theory : reflexive critiques." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396820.

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In this thesis critical social theory is used to assess the historical status of modern feminist movements, the experience of which is used in turn to assess the usefulness of certain key concepts from critical social theory. In particular Habermas' concept of the ideal speech situation is used to determine how far feminist movements fall into the tradition of earlier uni versalising social movements. This concept is used both to analyse the forms of the movements (their structures and practices) and their substantive activity in the area of political demands. The ideal speech situation indicates that feminist movements were in a state of permanent tension between competing commitments, especially universalist and particularist imperatives. This dual logic can be seen in the pursuit of a renegotiation of the publicI private divide. It can also be seen in the debates among feminists in the educational context. In conclusion, it is suggested that feminist movements were both dependent on and undermined by the tension between universalism and particularism. However, the problems raised by these movements give indications that the ideal speech situation may prove inadequate as a normative guide, particularly owing to the problems relating to fertility explored by feminism.

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Hughes, Ashley Taylor. "Women in Combat: A Critical Analysis of Responses to the U.S. Military's Recent Inclusion Efforts." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/73487.

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In this thesis, I analyze responses to the 1994 Direct Ground Combat Definition and Assignment Rule (DGCDAR), the policy that until January 24, 2013 formally barred women from serving in combat. Specifically, I use feminist theories of embodiment, equality, and difference to interpret how interlocutors represent female service members in the "Letters" section of the Marine Corps Gazette and interviews I collected from members of the military community. I find that the most common arguments against women in combat locate gender difference in the physically sexed body, centering primarily on female nature, sexuality, and strength. Throughout this project, I demonstrate how these arguments are persuasive because the discourse understands equality as sameness to a male norm. This equality as sameness paradigm perpetuates gender-based barriers to parity by expecting women to function just like men. Ultimately, I argue for a more inclusive conception of equality that acknowledges difference.
Master of Arts

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Ramalho, Tania. "Towards a feminist pedagogy of empowerment : the male and female voices in critical theory /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859495487.

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Ritchie, Fiona Judith. "The search for a coherent and universal feminist theory of international relations : a critical assessment." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:12410.

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[From the introduction]; This thesis has three interlocking aims. The first is to examine the extension in recent decades of feminist theory to International Relations. The second is to consider the challenge of some leading non-Western feminist thinkers to key assumptions about International Relations made by Western thinkers. The third objective is to consider the implications of feminist theory for political practice. This is achieved through an examination of the recent attempt by the United States to implement a female emancipation project based on Western universal values, in Afghanistan.

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CARR, THEMBI RASHIDA. "TELLING OF THE UNTOLD: AFRICAN AMERICAN FEMINIST COUNTERSTORYTELLING." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1069079276.

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Castellani, Jennifer. "Deconstructing Eve: A Critical Feminist Analysis of Mid-Level Female Administrators in Conservative Evangelical Universities." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1462203657.

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Mayes-Elma, Ruthann Elizabeth. "A Feminist Literary Criticism Approach to Representations of Women's Agency in Harry Potter." Oxford, Ohio : Miami University, 2003. http://www.ohiolink.edu/etd/view.cgi?miami1060025232.

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Lukkarila, Lauren. "Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for an English as a Second Language Academic Writing Classroom." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/alesl_diss/22.

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Although many aspects of English as a second language (ESL) academic writing instruction have been well researched, Leki, Cumming, and Silva (2008) note that, "There have been surprisingly few research-based descriptions of L2 writing classroom instruction" (p. 80). Although research related to the use of critical and feminist pedagogy in ESL is increasing, Kumaradivelu (2006) notices that it is still not clear how the critical awakening “…has actually changed the practice of everyday teaching and teacher preparation” (p. 76). The purpose of this study was to provide an individual response to the gaps identified by both sets of authors by investigating how critical and feminist theories could be utilized to develop an orientation to interactions in the everyday practices of an ESL academic writing classroom. In order to achieve this purpose, an autoethnographic study of an eight-week ESL academic writing course in an Intensive English Program (IEP) was conducted. The participants in this study included the teacher-researcher and seven learners. The data collected included the following: lesson plans, instructional materials, teacher field notes, teacher reflexive journal, transcripts of everyday class interactions, transcripts of multiple interviews with learners, learner written reflections, and learners’ written assignments for the course. Analysis of findings revealed that the critical and feminist theories selected for the course were realized even though there were some internal and external obstacles. Learners experienced positive shifts in their feelings about the topic of academic writing and their own abilities as academic writers. Learners’ written texts also reflected positive shifts with respect to the teacher’s goals for learners. These findings suggest that critical and feminist theories can be enacted in everyday classrooms and can be helpful with regard to improving teachers’ and learners’ experiences of everyday ESL academic writing classrooms.

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Happel, Alison A. "Practicing Gender: A Feminist Ethnography of an All Girls' After-School Club." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/91.

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The institution of schooling is one of the most formative spaces in which young people learn about gender norms and expectations. Rather than being a biological given, gender identity is achieved through gender practices and gender achievements (Butler, 1990/1999; Nayak & Kehily, 2008). This study was a year-long ethnography during which I observed an all girls’ after-school club. The club included 15 girls who were in sixth, seventh, and eighth grade. The majority of the club’s participants were African American girls. This ethnography utilized participant observation and interviews. Club documents were also analyzed during data analysis. My primary research question was: How was girlness conceptualized, perpetuated, and performed in an after-school club for middle school girls? Using critical theory and feminist poststructuralism, I investigated the work that goes into creating and maintaining current binary gender formations, and how this is related to race, class, and sexuality.

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Kenna, Alexandra C. "Exploring women’s multiple identities as they negotiate Welfare-to-Work : the intersection of race, class, and gender." Thesis, Boston College, 2008. http://hdl.handle.net/2345/1352.

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Thesis advisor: David Blustein
This qualitative study explored the experiences of women going through a welfare-to-work program in a northeastern setting. Specifically, the women's identities as mothers, women of color, and women living in poverty were examined. Feminist and critical theory informed the research questions and literature review. Qualitative description and content analysis were used to analyze the data from 10 interviews. The concepts that emerged described the women's experiences going through the program, their identity as mothers and caregivers, the negative psychological experiences and impact of going through the system, feeling labeled and misunderstood, obstacles and barriers to success, forms of resilience and resistance, and their relationship with work. Four major inferences were gleaned from the results: the need to integrate the experience of motherhood/caregiving more explicitly into WTW, the need for more attention to mental health concerns, an alarming level of corruption and corruption within the welfare system itself, and a dialectical struggle between the theoretical and practical experience of work and employment. Implications for practice, policy, and research are discussed
Thesis (PhD) — Boston College, 2008
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology

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Valenzuela, Anzola Ana María. "A Critical Visual Analysis of the images shared by Colombian female photojournalists under the hashtag #8mfotografascolombia on the March 8th, 2021, feminist mobilization." Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-46092.

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The intention of this thesis is to investigate whether there are consistent narrative patterns of images produced by female photojournalists under the Instagram hashtag #8mfotografascolombia in the context of the feminist mobilization of March 8, 2021, that took place in Colombia. I aim to establish if indeed these new communicative strategies in expansion respond to narratives widely used by traditional photojournalism, or if they operate under a different set of dynamics. Under the lens of Representation Theory I want to study how hegemonic depiction and absent stories form photojournalism are configuring counter narratives on social media platforms. On the other hand the perspective of Feminist Media Theory will provide understanding and context about the processes of production, circulation and absent feminine gaze within the media. The subsequent analysis shows that in fact narratives are being configured opposed to the structures of large media organizations in which the female gaze produces not only aesthetically different results, but the photographic process is intrinsically linked to performative actions, the recognition of subjects and away of the logic of spectacle and violence of the big media, but also outside of what the Instagram algorithm privileges.

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Marincowitz, Friedl. "Towards an ecological feminist self beyond dualism and essentialism : an inquiry into the contributions made by cultural ecofeminism, critical-transformative ecofeminism and cyber-ecofeminism." Thesis, Stellenbosch : Stellenbosch University, 1998. http://hdl.handle.net/10019.1/51075.

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Thesis (MA)--University of Stellenbosch, 1998.
ENGLISH ABSTRACT: In this thesis an inquiry is made into the contributions that cultural ecofeminism, critical-transformative ecofeminism and cyber-(eco)feminism make towards the articulation of an ecological feminist notion of the self that can generate or promote an ethical relation with nature from a position beyond dualism and essentialism. In the first chapter, titled Cultural ecofeminism, different aspects of patriarchal Western culture are identified that are responsible for the twin dominations of women and nature. In the light of their critique of patriarchal culture and the alienated masculinist self that lies central to it, cultural ecofeminists endorse two alternative notions of the self, namely a female self and a feminine self. In both cases the notion of relationality between self and nature is stressed, and alternative "feminine" values such as care and nurturing are put forward as providing us with alternative ecological values. The contribution that this position makes towards the articulation of an ecological feminist self lies in its emphasis on a notion of relationality between self and nature, so as to establish an ethical relation between self and nature. From both a feminist and an ecological perspective however, this position is flawed given its inability to (adequately) overcome the problems of dualism and essentialism. In the second chapter, titled Critical-transformative ecofeminism, the dualist conceptual framework of the rationalist philosophical tradition is identified as grounding the domination of women, nature and others. By employing the notions of continuity and difference, a strategy is proposed to move beyond dualism and by implication, essentialism. In this chapter, the notion of a pluralist feminine self is proposed and in the context of a critical-transformative ethics, the notion of the mutual self is endorsed that allows for continuity and difference between different selves and self and nature. The ecological values that are endorsed by this position include respect, care, and trust, therefore coinciding, but also diverging from cultural ecofeminism. Critical-transformative ecofeminism's contribution towards the articulation of an ecofeminist self beyond dualism and essentialism, lies in its successful movement beyond dualism, especially with regard to the notion of the mutual self as a feminist notion of an ecological self. The shortcoming of this position is however that the pluralist feminine self which is proposed as an ecological notion of a feminist self, is unsuccessful in its attempt to address the problem of universalising female gender identity. In the third chapter, titled Cyber-(eco)feminism, the notions of the cyborg, the situated self and the lnappropriate/d Other are discussed as alternative feminist subjectivities. In the discussion of a politics of articulation, an environmental politics that emphasises the social and artifactual dimensions of nature, is articulated. Through the figuration of nature as Coyote Trickster, an ecological dimension to these selves comes to the fore and together these notions are positively received from an ecological and feminist perspective as adequately overcoming the problems of dualism and essentialism. From an ecological perspective, it is however argued that the technophilic character of the cyborg is problematic and doubt is cast on its ability to forge significant ethical relations. The politics of articulation proposed by cyber-(eco)feminism is commended for its inclusivity, but in the final analysis, it is argued that to establish an ethical relation with nature, care must be taken not to overlook nature's difference, that is, that nature is an independent entity with needs and ends of its own.
AFRIKAANSE OPSOMMING: Hierdie tesis behels 'n ondersoek na die bydraes van kulturele ekofeminisme, kritiestransformatiewe ekofeminisme en cyber-(eko)feminisme tot die artikulering van 'n ekologies-feministiese self wat 'n etiese verhouding met die natuur kan voortbring vanuit 'n posisie wat die probleme van dualisme en essensialisme oorskry. In die eerste hoofstuk getiteld Cultural ecofeminism, word verskillende aspekte van patriargale Westerse kultuur ge"identifiseer as onderliggend aan die dominasie van be ide vroue en die natuur. In die lig van hul kritiek op patriargale kultuur en die vervreemding van die "masculinist self" wat sentraal staan daarin, onderskryf kulturele feministe twee alternatiewe konsepsies van die self, naamlik 'n "female self' en 'n "feminine self'. In beide gevalle word die konsep van relasionaliteit tussen self an natuur beklemtoon, en alternatiewe "vroulike" waardes soos sorg en koestering word voorgestel as ekologiese waardes. Die bydrae wat hierdie posisie lewer tot die konsepsualisering van 'n ekologies-feministiese self, le in die beklemtoning van 'n konsep van relasionaliteit ten einde 'n etiese verhouding tussen self en natuur tot stand te bring. Hierdie posisie skiet egter te kort vanuit beide 'n ekologiese en feministiese perspektief aangesien dit nie in staat is om die probleme van dualisme en essensialisme (toereikend) te oorkom nie. In die tweede hoofstuk getiteld Critical-transformative ecofeminism, word die dualistiese konseptuele raamwerk van die rasionalistiese filosofiese tradisie ge"identifiseer as onderliggend aan die dominasie van vroue, die natuur en andere. Met behulp van die konsepte "continuity" en "difference" word 'n strategie voorgestel waarvolgens dualisme, en by implikasie essensialisme, oorskry kan word. In hierdie hoofstuk word 'n konsep van 'n "pluralist feminine self' voorgestel en 'n konsep van die "mutual self' word in die konteks van krities-transformatiewe ekofeministiese etiek voorgestel, wat ruimte laat vir beide kontunu"iteit en verskille tussen selwe en tussen self en natuur. Die ekologiese waardes wat deur hierdie posisie onderskryf word, sluit respek, sorg en vertroue in. Dit sluit dus aan, maar verskil ook van kulturele ekofeminisme. Die bydrae van krities-transformatiewe ekofeminisme tot die artikulering van 'n ekologies-feministiese self wat dualisme en essensialisme oorskry, le in die suksesvolle oorskryding van dualisme. Dit is spesifiek die geval met die konsep van die "mutual self' as feministiese konsep van 'n ekologiese self. Die tekortkoming van hierdie posisie is egter dat die "pluralist feminine self' wat as 'n ekologiese konsep van 'n feministiese self voorgestel word, onsuksesvol is as 'n paging om die probleem van universalisme ten opsigte van vroulike identiteit aan te spreek. In die derde hoofstuk getiteld Cyber-(eco)feminism, word die konsepte van die cyborg, die "situated self', en die "lnappropriate/d Other" bespreek as alternatiewe feministiese subjektiwiteite. In die bespreking van 'n "politics of articulation", word 'n omgewingspolitiek geartikuleer wat die sosiale en artefaktiese dimensies van die natuur beklemtoon. Deur middel van die figurering van die natuur as "Coyote Trickster", kom 'n ekologiese dimensie tot die verskillende konsepte van die self na vore. Gepaardgaande met die konsep van die natuur as "Coyote Trickster", word hierdie konsepte positief evalueer weens hul oorskryding van die probleme van dualisme en essensialisme. Vanuit 'n ekologiese perspektief word daar egter geargumenteer dat die tegnofiliese karakter van die cyborg problematies is, en dit word betwyfel of die cyborg in staat is om betekenisvolle etiese verhoudings aan te gaan. Die "politics of articulation" wat voorgestel word deur cyber-(eko)feminisme, word as prysenswaardig geag weens die inklusiewe karakter daarvan. In die finale analise word daar egter geargumenteer dat ten einde 'n etiese verhouding met die natuur tot stand te bring spesiale voorsorg getref moet word om die anders-heid van die natuur in ag te neem. Dit is dat die natuur 'n onafhanklike entiteit is met doelwitte en behoeftes van haar eie.
Center for Science Development

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Levchak, Charisse Camilla. "An examination of racist and sexist microaggressions on college campuses." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4870.

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Higher education has been linked to upward mobility in recent decades. Higher education has particularly served as a road to upward mobility for disadvantaged racial and gender groups. While United States colleges and universities strive to make their institutions, programs, and departments more diverse, students who are racial minorities still experience racism and those who are women still experience sexism. Colleges and universities are often considered bastions of progressive liberalism that will challenge racism and sexism; however, the seeds of American racism and sexism that were planted at the country's inception and that were sustained by the blatant subjugation of people of color and women continue to generate race and sex based oppression within present-day American society and within America's academic institutions. Therefore, residual racism and sexism are important to explore, since their presence in educational institutions serves to reify racial and gender based boundaries in achievement and well-being. To this end, research has inadequately determined the prevalence of overt and covert oppression within academic institutions. Using a sample of college students at a predominately white institution in a Midwestern college town and a diverse institution in a large urban area I will: 1) examine the prevalence of covert and overt racist and sexist experiences among college students and develop models of their occurrence by gender and race; 2) test double jeopardy and multiple jeopardy theory by finding out if women of color experience more racism and sexism than other groups; 3) examine the prevalence of racist, post- racist, sexist and post-sexist beliefs among college students and develop models of their origins by race and gender, 4) examine how environmental context impacts student's experiences and beliefs by comparing college students at a predominately white institution and at a diverse institution; and 5) conduct a path analysis in order to test the causal relationships between demographic factors (race, gender and institution type), experiences (racist and sexist victimization) and attitudes/outlook (racist, post-racist, sexist, post-sexist, campus climate and stress).

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Guzman, Dahlia. "The Strategic Naturalism of Sandra Harding's Feminist Standpoint Epistemology: A Path Toward Epistemic Progress." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7626.

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This dissertation considers the “strategic naturalism” of Sandra Harding’s standpoint theory in the philosophy of science, and it should be applied to epistemology. Strategic naturalism stipulates that all elements of inquiry are historically and culturally situated, and thereby subject to critical reflection, analysis, and revision. Allegiance to naturalism is de rigueur, yet there is no clear agreement on the term’s meaning. Harding’s standpoint theory reads the lack of definition as indicative of its generative possibilities for epistemic progress. The driving question is why Harding’s approach has not been considered a viable candidate for determining progress in epistemology. Beyond the fact that epistemic labor, in its scientific and non-scientific forms, is a social activity, Harding’s approach recognizes that it is situated in and reinforced by a broader network of social institutions, beliefs, and practices. Harding’s strategic naturalism would invigorate epistemology by increasing the awareness, acceptance, and respect for epistemic difference and drive epistemic progress that not only acknowledges pluralistic ways of knowing but also gives a more accurate account of the knowing subject. Chapter one is a discussion of non-naturalized epistemology and Quinean Naturalized Epistemology (QNE), framed by Harding’s historical account of the related projects of modern epistemology and science. This chapter highlights two important issues. The first issue is that epistemology is more complex than the story Quine offers. The second, and decisive issue is that the shared history of modern epistemology and science demonstrates the influence of social and cultural values on that history, and the long shadows they cast on naturalism debates in epistemology, science, and philosophy of science. Chapter two is an exegetical account of the origins of and motivations for critical feminist responses to both the received epistemological theory and QNE discussed in chapter one. The justifications for the feminist critiques and the problematic issues that motivate these critiques provide the backdrop for the initial, positive response to QNE, as well as their disenchantment with Quine’s influential proposal. Ultimately, feminist epistemologists and philosophers of science assess QNE as not naturalized enough to address their concerns. Chapter three considers several feminist standpoint theories to show that they are more naturalistic and better at providing a multi-faceted theory that is based on actual scientific practice, and re-introduces social values and interests as having a positive influence on epistemology and philosophies of science. This chapter shows that given the closely shared histories and assumptions of modern epistemology and science, FSE would be a viable resource for a more naturalistic epistemology. The final chapter argues that the project of naturalizing epistemology could incorporate FSE insights and the positive role FSE’s controversiality would play in naturalizing epistemology and philosophies of science. If we are to take seriously the concept of situatedness and what that entails, then naturalism must also be situated, and revisited with a critical and reflective eye. The implications on both our epistemic theories and our accounts of what kinds of knowing subject we are would foster epistemic progress.

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Winter, Patricia. "Reading the exercise video : analysis of video exercise in relation to critical debates within feminist, media and cultural theory." Thesis, University of Sunderland, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270378.

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Vlasnik, Amber L. "Understandings of Race and Negotiations of Theory Among Women’s Center Professionals: A Critical Phenomenological Exploration." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462805246.

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Brimmer, Allison. "Investigating affective dimensions of whiteness in the cultural studies writing classroom toward a critical, feminist, anti-racist pedagogy /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001226.

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Mangwiro, Heather K. "A critical investigation of the relevance of theories of feminist jurisprudence to African women in South Africa." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007328.

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Feminist theories emerged out of the revolutionary enthusiasm that swept the Western world during the late eighteenth and nineteenth century Europe. Based on the assumption that all persons have "inalienable or natural" rights upon which governments may not intrude, feminists in Europe and America advocated that equal rights should be extended to women who up to this point were not considered legal beings separate and deserving of these rights. Most African writers and feminists have argued that since most of the theories of feminist jurisprudence have their roots in this Euro-centric context, they cannot be applicable to African women and should therefore be discarded. The thesis acknowledges that to a certain extent their assertions are true. For years feminist jurisprudence has been restricted to an academic engagement with the law failing to take into account the practices and customs of different communities. It has largely been the realm of the middle class bourgeois white female and therefore has been inaccessible to the African woman. The thesis aims, however, to prove that these theories of feminist jurisprudence although Euro-centric have a place in the understanding and advancement of African women's rights in South Africa. In Chapter One the writer traces the history of South African women's rights and the laws that affect African women. Chapter Two presents the emergence of feminist theories and categories of feminism. The writer then seeks to identify the misunderstandings and tensions that exist between the two. The narrow conception of Euro-centric feminism has been that its sole purpose has been the eradication of gender discrimination, however, for African women in South Africa they have had to deal with a multiplicity of oppressions that include but are not restricted to gender, race, economic and social disempowerment. This is dealt with in Chapter Three. It is the opinion of the writer that despite these differences feminism does play a critical role in the advancement of women's rights in South Africa. Taking the South African governments commitment to the advancement of universal rights, the writer is of the opinion that African women can look to the example set by Western feminists, and broaden these theories to suit and be adaptable to the South African context. The answer is not to totally discard feminist theories but to extract commonalities that exist between African and European women, by so doing acknowledging that women's oppression is a global phenomenon. This is the focus of Chapter Four. To avoid making this work a mere academic endeavour, the writer in Chapter Five also aims, through interviews, to include the voices of African women and to indicate areas that still need attention from both the lawmakers and women's rights movements (Feminists). Finally, the writer aims to present a way forward, one that is not merely formal but also substantively attainable.

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Driscoll, Ellen M. "Relational theory and the female body, a critical analysis of intersecting themes in feminist studies in religion and the psychology of women." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0021/NQ45171.pdf.

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Clark, Crystal R. "Mothering Academics: Women’s Perception of the Intersectionality of Academic Leading and Rearing Underage Children in a Midwestern Urban Community College." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1513309636205349.

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Stern, Danielle M. "Women and Reality TV in Everyday Life: Toward a Political Economy of Bodies." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1177094639.

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Cagle, Lauren E. "Shaping Climate Citizenship: The Ethics of Inclusion in Climate Change Communication and Policy." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6197.

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The problem of climate change is not simply scientific or technical, but also political and social. This dissertation analyzes both the role and the ethical foundations of citizenship and citizen engagement in the political and social aspects of climate change communication and policy-making. Using a critical discourse analysis of a policy recommendations drafted by the Southeast Florida Regional Climate Change Compact, I demonstrate how climate change policy documentation naturalizes a particular version of citizenship I call “climate citizenship.” Based on environmental critiques of liberal and civic republican citizenship, I show how this “climate citizenship” would be more productive and ethical if based on theories of environmental citizenship rooted in an ecological feminist ethic of flourishing. This critique of current representations of citizenship in climate change policy offers a theoretically sound basis for future engaged work in rhetoric of science focused on policy-making.

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Oresten, Henrik. "The Gaze In Fantasy Literature : A critical analysis of the novel A Game of Thrones." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42119.

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Syftet med denna studie är att utforska den manliga och kvinnliga blicken i George R.R. Martins fantasinovell, A Game of Thrones (1996). Jag föreslår att skillnader i hur den manliga och kvinnliga blicken betraktar sitt objekt, kan avslöjas genom kritisk analys av kvinnliga huvudkaraktären Sansa Stark. Vidare menar jag att patriarkala strukturer kan synliggöras genom analys av manliga blickar som riktas mot den kvinnliga karaktären. Min analys av Martins fantasinovell har genomförts med hjälp av ett teoretiskt ramverk baserat på framförallt Laura Mulveys artikel Visual Pleasure and Narrative Cinema (1975) och Rachel S. Grates tes ”Love at First Sight? Jane Austen and the Transformative Male Gaze” (2015). Min analys visar att det finns skillnader i hur den kvinnliga och manliga blicken betraktar i sitt objekt. Den kvinnliga blicken tenderar exempelvis att vara mer mångfacetterad i sin värdering av ett objekt. Vidare visar analysen att de manliga blickarna avslöjar patriarkala strukturer.

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Belichesky-Larson, Jennifer. "Living Learning Communities: An Intervention in Keeping Women Strong in Science, Technology, Engineering, and Mathematics." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/221.

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The purpose of this study was to expand on the current research pertaining to women in science, technology, engineering, and mathematics (STEM) majors, better understand the experiences of undergraduate women in the sciences, identify barriers to female persistence in their intended STEM majors, and understand the impact of the STEM co-educational Living Learning Community (LLC) model on female persistence. This study employed a mixed-methods approach that was grounded in standpoint methodology. The qualitative data were collected through focus groups and one-on-one interviews with the female participants and was analyzed through a critical feminist lens utilizing standpoint methodology and coded utilizing inductive analysis. The quantitative data were collected and analyzed utilizing a simple statistical analysis of key academic variables indicative of student success: cumulative high school GPAs, SAT scores, first year cumulative GPAs, freshman persistence patterns in the intended major, and freshman retention patterns at the university. The findings of this study illustrated that the co-educational LLC model created an inclusive academic and social environment that positively impacted the female participants‟ experiences and persistence in STEM. The findings also found the inclusion of men in the community aided in the demystification of male superiority in the sciences for the female participants. This study also highlighted the significance of social identity in the decision making process to join a science LLC.

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Choudhury, Athia. "Story lines moving through the multiple imagined communities of an asian-/american-/feminist body." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/669.

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We all have stories to share, to build, to pass around, to inherit, and to create. This story - the one I piece together now - is about a Thai-/Bengali-/Muslim-/American-/Feminist looking for home, looking to manage the tension and conflict of wanting to belong to her family and to her feminist community. This thesis focuses on the seemingly conflicting obligations to kinship on the one hand and to feminist practice on the other, a conflict where being a good scholar or activist is directly in opposition to being a good Asian daughter. In order to understand how and why these communities appear at odds with one another, I examine how the material spaces and psychological realities inhabited by specific hyphenated, fragmented subjects are represented (and misrepresented) in both popular culture and practical politics, arguing against images of the hybrid body that bracket its lived tensions. I argue that fantasies of home as an unconditional site of belonging and comfort distract us from the multiple communities to which hyphenated subjects must move between. Hyphenated Asian-/American bodies often find ourselves torn between nativism and assimilationism - having to neutralize, forsake, or discard parts of our identities. Thus, I reduce complicated, difficult ideas of being to the size of a thimble, to a question of loyalty between my Asian-/American history and my American-/feminist future, between my familial background and the issues that have become foregrounded for me during college, between the home from which I originate and the new home to which I wish to belong. To move with fluidity, I must - in collaboration with others - invent new stories of identity and belonging.
B.A. and B.S.
Bachelors
Office of Undergraduate Studies
Interdisciplinary Studies; Philosophy

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Hutten, Rebekah. ""You Spun Gold Out of This Hard Life": Feminist Worldmaking Practices in the Transmedia Storyworld of Beyoncé's Lemonade." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38194.

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This thesis examines the ways in which Beyoncé Knowles-Carter’s 2016 album Lemonade works as a culturally significant text in the realm of popular media. Situated within Black feminist theoretical concepts of freedom practices and Black Feminist Love Politics, the thesis argues that Lemonade mobilizes stylistic and strategic intertextual references to develop a transmedia storyworld within a paradigm of resistance to, and healing from, white supremacist histories. Such intertextual information exists within the musical, lyrical, visual, poetic, and transmedia domains of Lemonade. The transmedia extensions include interviews, live performances, speeches, social media posts, and photoshoots. Combined with theories from Black feminist thought of freedom practices—which include talking back (bell hooks 1989), dark sousveillance (Simone Browne 2015), and interruptions to whiteness (DiAngelo 2011)— and Black Feminist Love Politics (Jennifer Nash 2013), the intertextual data present in Lemonade can be analyzed using methodologies from the field of popular musicology (intertextuality and mediality).

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Johansson, Moa. "Werkin' girls : a critical viewing of femininity constructions in contemporary rap." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19121.

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This thesis sets out to examine the making of femininity in hip-hop, with a special focus on the performances of three artists - Mykki Blanco, Angel Haze, and Brooke Candy - and their representations made through music videos and lyrics. The thesis is structured around critical femininity studies, and created through a somatechnics perspective. I am investigating how femininity and the feminine body is made through and in relation to technology and different expressions of race, class, and sexuality. By questioning how structures of femininity is made and re-made through a somatechnical perspective, this thesis offers alternatives to interpret feminine representations in hip-hop, and bases its conversation in both culture studies and critical femininity studies. In the paper‘s conclusion, questions regarding active feminist resistance in hip-hop are raised, with hope to widen the discussions about female identified artists and their performances in this specific discourse.

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Aler, Emma. "Contested identity, contested struggle : A critical discourse analysis on victim-agent narratives regarding commercial sex in Thailand." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-351921.

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This thesis examines how efforts regarding the commercial sex industry in Thailand can be positioned in relation to an agent-victim framework. In the context of the expanding sex industry in Thailand, it becomes relevant to look at how efforts regarding it risks reproducing notions of ‘the prostitute’ as the victimised Other, and thus reinforcing neo-colonialism. However, the response in the form of an agent narrative has also been criticised for not taking into account intersecting forms of oppression. Here, a model coming from an emerging literature on the ‘third way feminist approach’ is used to illustrate how these instead can be combined. Using critical discourse analysis, this study draws on postcolonial feminist theory to scrutinise the ways in which non-governmental organisations imagine women as either agents or victims, or rather a combination of the two. The starting point has been that this binary definition might not be sufficient, neither for theoretically addressing the issue, nor for describing discourse. Two ideal types based on the agent-victim framework has been used to study to what extent the discursive practice of the organisations NightLight and Asia Pacific Network of Sex Workers can be placed neatly into one of these ideal types, or whether a third perspective is indeed needed to account for their perception of the women they work with. The analysis has been conducted using different forms of information gathered from the official websites of the organisations, in order to understand they ways in which the organisations themselves choose to communicate their work. The results show that the discursive practices of these organisations to some extent can be accounted for using this framework, yet that in order to fully understand them, one should consider the third way which combines the strengths of both.

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Herron, Elizabeth J. "Sexual Assault and Deliberative Democracy: Potential for Change." Ohio University Honors Tutorial College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1308145482.

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Delgado, Falcón Gaudi. "Exploring Theatre as a Medium for Change: A Critical Discourse Analysis of Measure for Measure in the Post #MeToo Era." Thesis, Linköpings universitet, Tema Genus, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166664.

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This paper identifies the discursive practices and power mechanisms in passages of Measure for Measure where certain characters are ruled by the belief of superiority of one over all others. It examines how gender norms are constituted, reproduced, and challenged by drawing on Judith Butler’s theories on gender as a performative act to explore how meaning is reproduced dialogically. Also a Foucauldian understanding of power relations, Augusto Boal’s theatre theories and practices, and Sara Ahmed’s feminist theory.This study contributes to critical-reflexive analyses of gender, language, and literary criticism. The analysis here illuminates how theatre serves as a medium for social change. In doing so, this study offers a feminist perspective in theory and methodology that enables an understanding of how class, gender and power are factors intertwined in social relations. In short, the findings draw attention to the gendered social relationship processes, and thus, demonstrates that theatre is a valuable tool for social change in creating agents of change.

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Drewett, Anne. "Women, Animals and Meat : A Feminist-Vegetarian Critical Approach to Margaret Atwood's The Edible Woman and Michel Faber's Under the Skin." Thesis, Umeå universitet, Institutionen för språkstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-117278.

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In this thesis, Margaret Atwood’s The Edible Woman and Michel Faber’s Under the Skin are analysed from the perspective of feminist-vegetarian critical theory. Both texts deal with the idea of feeling like or being meat, but approach this idea from different angles. In The Edible Woman, the connection to feeling like meat is metaphorical and rooted in gender relations, while in Under the Skin, it is literal, related to the idea of being animal. What becomes clear through an analysis of these two texts is that they both deal with the interlocking oppressions of women and animals. In The Edible Woman, protagonist Marian loses her subjectivity and stops eating meat when, as a result of the dynamics of her relationship with her boyfriend (later fiancé), she starts identifying with animals that are hunted or eaten. In Under the Skin, the alien protagonist Isserley, as female, non-human and in her natural form looking like a kind of mammal, represents both women and animals in her objectifying returned gaze on human men. Examining these two texts together highlights the interlocking nature of patriarchy and speciesism, and shows how these oppressions are better understood in relation to each other.

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Mack, Kimberly. "Bridge Over Troubled Waters: How African-American Othermothers Advocate for the Schooling Needs of the Children in Their Care." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1460730639.

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Fröander, Rebecca, and Nelli Halkosaari. "The construction of women’s sexuality : A critical discourse analysis on consent research." Thesis, Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-166351.

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The aim of this study was to examine how women’s sexuality is constructed in consent research, and to discuss hypothetically how this construction could come to affect practical social work. We believe that the way that sexuality is defined and discussed can have an impact on how professionals treat women who have been subjected to sexual assaults and rape, and work with adolescents in the field of social work. We wanted to explore this further. By doing a critical discourse analysis on research articles about women’s sexuality and consent, we found that traditional sexual scripts were widely reproduced and the concept of women’s own desire was nonexistent. We then problematised this by discussing how it might be affecting practical social work in a negative matter, whilst trying to formulate possible reforms. Our conclusion was that it is possible that the discourses presented in the examined articles could contribute to retrogressive perspectives on women’s sexuality, which in turn could influence the practical social work and its approach to female clients.

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Gifford, Ben. "Reviewing the critics: Examining popular video game reviews through a comparative content analysis." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1377089044.

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Miser, Martha Freymann. "The Myth of Endless Accumulation: A Feminist Inquiry Into Globalization, Growth, and Social Change." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1317997334.

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Ozbarlas, Yesim. "Perspective on Multicultural Education: Case Studies of a German and an American Female Minority Teacher." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-04232008-125014/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. Mary Ariail, committee chair; Peggy Albers, Amy Flint, Stephanie Lindemann, committee members. Electronic text (373 p.) : digital, PDF file. Description based on contents viewed July 7, 2008. Includes bibliographical references (p. 351-365).

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Day, Allyson L. "The Ability Contract The Ideological, Affective, and Material Negotiations of Women Living with HIV." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1395399748.

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Burroughs, Brady. "Architectural Flirtations : A Love Storey." Doctoral thesis, KTH, Kritiska studier i arkitektur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-194216.

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Formulated as a feminist project, written as a pulp fiction, Architectural Flirtations: A Love Storey begins with our claim that the architectural discipline is centered around a culture of critique, which is based in what bell hooks calls “a system of imperialist, white supremacist, heterosexist, capitalist, patriarchy,” and that the values instilled by this culture not only begin with, but are reinforced and reproduced by, the education of young architects. Sounds serious. Right? In a move toward a more vulnerable, ethical and empowering culture of architecture, the project aims to displace the culture of critique, by questioning and undermining relationships of power and privilege through practices that are explicitly critical, queer feminist, and Campy. In other words, it takes seriously, in an uncertain, improper and playful way, what is usually deemed unserious within the architectural discipline, in order to undermine the usual order of things. All of the (love) storeys take place on March 21st, the spring equinox, in and around a 1977 collaborative row house project called Case Unifamiliari in Mozzo, Italy, designed by Aldo Rossi and Attilio Pizzigoni. Beda Ring, PhD researcher, constructs a Campy renovation of one of these row houses, full of theatricality, humor, and significant otherness; while architectural pedagogue, Brady Burroughs, guides a student group from KTH in an Architecture and Gender course; and Henri T. Beall, practicing architect, attends to the details upstairs.

QC 20161025

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Childers, Sara Melissa. "On Their Own Terms: Curriculum, Identity, and Policy as Practice in a Successful Urban High School." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275392942.

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Davis, Kierrynn, of Western Sydney Hawkesbury University, and of Agriculture Horticulture and Social Ecology Faculty. "Finding voice, being heard and living in the tension : novice nurse academics critical engagement with a problem orientated curriculum in the academic and practice setting." THESIS_FAHSE_XXX_Davis_J.xml, 1993. http://handle.uws.edu.au:8081/1959.7/213.

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This thesis is an account of the lived experience of doing research in the critical paradigm in the context of the discipline of social ecology. It is a story with actors, a plot, and actions over time. The Worldview of social ecology has embedded within its epistemology the scope for the creative act of narrative, therefore this thesis is a critical conversation told in four voices. The research was embedded in critical social science methodology and method, and attempted to understand and transform the problematics concerning the social relations, practice, language and discourse which were uncovered when five novice nurse academics engaged in teaching a problem-orientated curriculum in the practice setting. It was a critical action research project based predominantly on the Kemmis and McTaggart Model (1988). The research also debated the nature of participative, collaborative action research undertaken in the context of gaining an educational qualification. Relevant to this point, two other contexts of the research were uncovered. The lived experience of ?doing? critical action research with colleagues and friends, in the context of gaining an educational qualification revealed both the praxis nature of ethical research and the reclaiming of an authoritative women?s voice in the academy. The ethical nature of research in critical social science, and the nature and role of human identity was explored in an effort to conceptualise both a methodology and a self identity which was embedded in a context of mutual growth. This growth was similar to Bookchin?s (1990) transitory states of ?becoming? what we wished to become in the academy. It was what is known in organisations as professional development. The author named this becoming, ?Finding a Women?s Voice and Being Heard?. Although ?finding voice? is situated in the personal, ?being heard? involves the ?not I? together with structural features of institutions. As a collaborative group, the participants actioned strategies in an attempt to deal with the structural limitations to our ?becoming?. These strategies, together with the consciousness raising nature of this particular action research project, enabled participants to speak of their own empowerment within an academic context in which they were often rendered powerless.
Master of Science (Hons) (Social Ecology)

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Austin, Marne Leigh. "Nomadic Subjectivity and Muslim Women: A Critical Ethnography of Identities, Cultures, and Discourses." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371657565.

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Ashford, Shetay Nicole. "Our Counter-Life Herstories: The Experiences of African American Women Faculty in U.S. Computing Education." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6171.

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The purpose of this life history qualitative study was to explore the Counter-Life Herstories of African American women faculty in U.S. Computing Education. Counter-Life Herstories are derived from Counterstories, life histories, and herstories as powerful social justice tools to uncover hidden truths about marginalized groups’ experiences. Through the collection of timelines, counter-life story interviews, and reflective journal writings, I co-constructed and interpreted the Counter-Life Herstories of five participants using an integrative conceptual framework that included critical race theory and Black feminist thought as interpretive frameworks, and Afrocentric feminist epistemology to govern my knowledge validation process. As an emerging African American woman scholar, with a Bachelor’s degree in Computer Science, I have a “unique angle of vision” to situate African American women’s distinctive educational experiences in the social-political context of U.S. Computing Education. In this study, I build upon limited knowledge about African American women’s experiences throughout U.S. Computing Education. My discoveries indicated unequivocally that my participants’ persistence in U.S. Computing Education was not solely based on their early positive reinforcements or strong academic preparation, but their resilience and ability to bounce back from insurmountable barriers, such as negative stereotypes and biases. This inquiry directly supports the U.S.’ national interest to diversify the Computing workforce, while revealing hidden truths about African American women’s experiences in U.S. Computing Education.

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Haro, Zelda. "Narratives of Successful Navigation: A Sociocultural Study of Self-identified Latin@ Undergraduate Students." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20699.

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Narratives of successful navigation are the personal stories of 13 Latin@ undergraduate students who navigated the public school system and completed high school in the United States. Their words recount their individual journeys resulting in their enrollment at a 4-year research university in the Pacific Northwest as opposed to a 2-year community college. More than half of the study respondents begun their postsecondary studies at a community college. The navigation of these particular individuals were experienced differently than those respondents whose trajectory led them straight into the university. Three categories corresponding to the study’s three research questions were analyzed. First, common challenges produced two themes, low social economics status (SES) and ethnic identity. Second, the category on persistence characteristics formulated only one construct, academic self-efficacy. Third, three interlocking themes of supportive factors fostering academic success were identified, the support of parents/ family members/peers, non-familial agents in the form of teachers, and lastly college readiness including AP or honors coursework. The thematic analysis of the respondents’ stories was influenced by the literature that documents challenges historically impeding Latin@ academic achievement and by the research on both persistence and supportive factors. The analyses of the individual navigational experience of the study participants found similarities within their experiences, but it also revealed the complexity of their own singular stories. The study centered more on the aspirations of Latin@ students rather than the damaging effects of their schooling experiences. While some of the respondents’ stories contain examples of challenges, the premise was in representing examples of successful navigation of the Chican@/Latin@ education pipeline (Solórzano, 1998).

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Lara, Mayra Alejandra. "Navigating the Sexual Politics on the High School Campus| Testimonios of Young Chicana/Latinas." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931464.

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By employing pláticas y encuentros, this qualitative study examined the testimonios of Chicana/Latina youth and their experiences with navigating the sexual politics on the high school campus. Six young Chicana/Latinas, all of whom graduated from the same high school in South East Los Angeles, participated in the study. The study used two frameworks: Chicana/Latina feminist theory and critical pedagogy to analyze the young women’s testimonios. Findings speak of their daily struggle with adults policing, objectifying, and containing their bodies; as well as the benefit of a third space, counterspaces, for self-actualization. This study contributes to this field by identifying how Chicana/Latina youth experience schooling and what they believe must happen in order to ensure that the school community and larger society is more responsive to their experiences with navigating sexual politics in and outside of the educational context.

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Dissertations / Theses on the topic 'Feminist critical theory'

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