Relevant bibliographies by topics / Feminist post-structuralism

Academic literature on the topic 'Feminist post-structuralism'

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Published: 4 June 2021
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Journal articles on the topic "Feminist post-structuralism"

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HALL, CATHERINE. "Politics, Post-structuralism and Feminist History." Gender & History 3, no. 2 (June 1991): 204–10. http://dx.doi.org/10.1111/j.1468-0424.1991.tb00125.x.

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Alcoff, Linda. "Cultural Feminism versus Post-Structuralism: The Identity Crisis in Feminist Theory." Signs: Journal of Women in Culture and Society 13, no. 3 (April 1988): 405–36. http://dx.doi.org/10.1086/494426.

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Conway, Janet M. "Troubling transnational feminism(s): Theorising activist praxis." Feminist Theory 18, no. 2 (March 31, 2017): 205–27. http://dx.doi.org/10.1177/1464700117700536.

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This article identifies a misfit between transnational feminist networks observed at the World Social Forum and the extant scholarship on transnational feminism. The conceptual divide is posited as one between transnational feminism understood, on the one hand, as a normative discourse involving a particular analytic and methodological approach in feminist knowledge production and, on the other, as an empirical referent to feminist cross-border organising. The author proposes that the US-based and Anglophone character of the scholarship, its post-structuralist and post-colonial genealogies and the transnational paradigm’s displacement of area studies can be seen as contributing to the misfit. The article concludes by arguing for theoretical reconsideration of activist practice, place and the ‘posts’ – post-structuralism and post-colonialism – in the study of contemporary transnational feminist activisms. This marks an effort to get beyond the binary framework of ‘transnational feminism’ versus ‘global sisterhood’ in analysing activist practices within an increasingly diverse and complex transnational feminist field.
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Ropers-Huilman, Becky. "Feminist Post-Structuralism in Higher Education: Opportunities for Transforming Teaching and Learning." Organization 8, no. 2 (May 2001): 388–95. http://dx.doi.org/10.1177/1350508401082023.

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Riyal, A. L. M. "Post-colonialism and Feminism." Asian Social Science 15, no. 11 (October 24, 2019): 83. http://dx.doi.org/10.5539/ass.v15n11p83.

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Since the 1980s, feminism and post-colonialism began to exchange and dialogue, forming a new interpretation space, that is, post-colonial feminist cultural theory. There is a very complicated relationship between post-colonialism and feminism, both in practice and theory. It was obvious that they have always been consistent as both cultural theories focus on the marginalization of the "other" that is marginalized by the ruling structure, consciously defending their interests. Post-structuralism is used to deny the common foundation of patriarchy and colonialism—the thinking mode of binary opposition. However, only in the most recent period, Postcolonialism and feminism "Running" is more "near", it is almost like an alliance. (The factor contributing to this alliance is that both parties recognize their limitations.) Furthermore, for quite some time there have been serious conflicts between these two equally famous critical theories. They have been deeply divided on issues, such as how to evaluate the third world women’s liberation, how to view the relationship between imperialism and feminism, and how to understand that colonialists use the standards of feminism to support their "civilization mission." This article has greatly benefited from the perspectives and materials of Leela Gandhi's Postcolonial Theory; A Critical Introduction.
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Lisowska, Katarzyna. "W jaki sposób metafory wyrażają literaturoznawczy światopogląd? Analiza wybranych tekstów teoretyczno- i krytycznoliterackich." Prace Literackie 58 (April 28, 2020): 349–67. http://dx.doi.org/10.19195/0079-4767.58.29.

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In the article, Katarzyna Lisowska analyzes selected literary studies metaphors (Edward Bal-cerzan’s term) in order to discuss the way in which they represent the academic worldview of the author. The paper focuses on the phrases from the semantic field of corporeality and/or eroticism and their presence in four influential methodologies: structuralism, post-structuralism (as well as the perspectives related to it: deconstruction and deconstructionism), feminist criticism and gender studies discourse. The analyses reveal a significant role of metaphors in expressing and formulating the assumptions of a given methodology, as well as some paradoxes which result from the applica-tion of the presented phrases.
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Luzar, Laura Christina, and Monica Monica. "Penerapan Cultural Studies dan Aliran Filsafat dalam Desain Komunikasi Visual." Humaniora 5, no. 2 (October 30, 2014): 1295. http://dx.doi.org/10.21512/humaniora.v5i2.3272.

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Cultural studies is a diversity knowledge from different variety of perspectives, through the production of theory trying to intervene in political culture. Cultural studies explores culture as a practice purport in the context of social force. In this case, cultural studies is not only based on one point only, but also cultural studies tries to compose a variety of theoretical studies of other disciplines developed wider, so that covers a wide range of academic theories that already existed, including Marxism, Structuralism, Post-structuralism, and feminism. By eclectic method, cultural studies puts the positioning to all knowledges, including on its knowledge which integrates with culture, practice of signification, representation, discourse, authority, articulation, text, read, and consumption. Cultural studies could be described as a language game or formation of discourse associated with relation to power in signification practice of human life. In addition to cultural studies, there is also feminism theory participated in the concept of feminist cultural studies that reconstructs and transforms view of misperception between feminism and cultural studies. Feminism affects cultural studies, but not all feminism can be viewed as cultural studies, and not all cultural studies talks about gender. Both of cultural studies and feminism have substantive importance in relation to power, representation, pop-culture, subjectivity, identity and consumption. The theory of social construction is also has connectivity with cultural studies. Construction of reality is inseparable from mark, symbol, and language. Media are full of reality constructed for people to affect people as ethics persuasion in media do.
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Talebian, Nima, and Turkan Ulusu Uraz. "The Post-Phenomenology of Place: Moving Forward from Phenomenological to Post-Structural Readings of Place." Open House International 43, no. 2 (June 1, 2018): 13–21. http://dx.doi.org/10.1108/ohi-02-2018-b0003.

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This study aims to explore the concepts of ‘place' and ‘place-experience' within the context of Post-phenomenology. During 70's, humanistic geographers have introduced ‘phenomenology of place' as a revolutionary approach toward place, which has been largely condemned by Marxist, Feminist and Post-Structural critiques through the last three decades. Accordingly, this study attempts to merge these place-related critiques in order to clarify a new framework titled ‘Post-phenomenology of place'. ‘Post-phenomenology', as a novel philosophical trend, is a merged school of thought, trying to re-read phenomenology based on Post-structuralism, Pragmatism and Materialism. In this study after a theoretical review on the formation of Post-phenomenology, the various aspects of place are discussed in order to clarify distinctions and paradoxes between phenomenological and Post-phenomenological understandings of place.
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Kenway, Jane, Sue Willis, Jill Blackmore, and Leonie Rennie. "Making ‘Hope Practical’ Rather than ‘Despair Convincing’: feminist post‐structuralism, gender reform and educational change." British Journal of Sociology of Education 15, no. 2 (January 1994): 187–210. http://dx.doi.org/10.1080/0142569940150203.

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Walton, Chris. "Gender and aboriginality." Language and Gender in the Australian Context 10 (January 1, 1993): 86–128. http://dx.doi.org/10.1075/aralss.10.05wal.

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AbstractThis paper re-examines ideas of culture that have been dominant within the field of Aboriginal education. It draws upon feminist post-structuralism and postmodernism in order to critique the practice of dichotomising differences between Australian Aboriginal and non-Aboriginal cultural practices. It uses this critique to examine current mismatch theories of differential educational location. Finally, it asks whether we need to sustain an interest in macrotheories in order to retain the ability to theorize about gender and Aboriginality across different sites.
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Dissertations / Theses on the topic "Feminist post-structuralism"

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Albrechtsen, Lisette Frandsen. "The effects and limits of corporate gender equality standards : A feminist post-structuralist perspective." Thesis, Linköpings universitet, Tema Genus, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-162403.

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Based on my research aim of covering a gap in the literature on corporate gender equality standards, I research the effects and limits of corporate gender equality standards through a feminist poststructuralist perspective using the case study of the EDGE standard. Based on a qualitative research design, I build an analytical framework on Carol Bacchi’s ‘What’s the Problem Represented to be’ (WPR) approach to analyze the material in form of the five assessment areas of the EDGE standard. Based on the feminist post-structuralist perspective, my analysis showcases that the EDGE standard as a governance tool is not guided by tangible ‘problems' that exist ‘out there’ but rather through the representation of ‘problems’ as framed in the EDGE standard. The EDGE standard is thus a productive force that give shape and meaning to various problems of gender inequality which at the same time, the standard is also meant to address. I conclude that in some cases, the EDGE standard can have positive effects. However, the lack of an intersectional approach limits the EDGE standard too. This thesis contributes to the field by closing a research gap in the academic literature on the effects and limits of corporate gender equality standards analyzed through a feminist poststructuralist lens.
Jeg undersøger virkningerne og begrænsningerne af ligestillingsstandarder i organisationer gennem en feministisk poststrukturalistisk analyse af organisationsstandarden ’EDGE’. Baseret på mit mål om at afdække manglende forskning af ligestillingsstandarder anvender jeg et kvalitativt forskningsdesign som bygger på Carol Bacchis 'What’s The Problem Represented To Be’ for at analysere materialet i form af de fem vurderingsområder i EDGE-standarden. Med baggrund i det feministisk post-strukturalistiske perspektiv viser analysen, at EDGE-standarden som et styringsværktøj ikke styres af konkrete 'problemer', der eksisterer 'derude', men snarere styres gennem repræsentationen af ​​'problemer' som de indrammes og konstrueres i EDGE-standarden. EDGE-standarden er således en produktiv kraft, der giver form og mening til forskellige problemer inden for diskrimination og ligestilling mellem kønnene samtidigt med at standarden også er udviklet til at tackle disse ’problemer’. Jeg konkluderer, at EDGE-standarden i nogle tilfælde kan have positive effekter, men manglen på en tværgående og intersektionelle tilgange til EDGE’s fem vurderingsområder begrænser imidlertid også EDGE-standarden. Dette speciale bidrager til feltet inden for ligestilling og organisationsstandarder ved at afdække virkningerne og grænsningerne af erhvervslivets ligestillingsstandarder analyseret gennem en feministisk poststrukturalistisk perspektiv.
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Söderberg, Forslund Monica. "Slaget om femininiteten : Skolledarskap som könsskapande praktik." Doctoral thesis, Stockholms universitet, Pedagogiska institutionen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-30761.

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The aim of the dissertation is to highlight how different ideas about gender and gender discourses have created varying conditions for the formation of school leadership in different eras. The empirical material consists of historically documented material in a text-based study and interview material comprising interviews with a total of 18 comprehensive school principals from two interview studies. The period covered by the material is 1830–2006. The theoretical point of departure is post-structural theory formation, where Joan W. Scott’s and Judith Butler’s theoretical line of reasoning constitutes the basis of the dissertation’s gender and discourse analyses. The analyses highlight active gender discourses throughout the history of school leadership and which gender discourses regulate principals’ everyday work in the 21st century, how different gender discourses intervene and gain ground among principals and have significance for which gender and professional positions are possible for today’s principals to adopt and allocate to teachers and students. The dissertation highlights four active gender discourses: the essential sexual difference discourse, the sameness discourse, the difference discourse and a transgressive gender discourse. The results indicate the survival force of the essential sexual difference discourse, where femininity is always subordinate to masculinity. The greatest gender battle has been around femininity. Throughout its history school leadership has mainly been focused on and talked about in terms of female/feminine and male/masculine, but where femininity has always been questioned and subjected to constant definition and redefinition. Thus far in the 21st century the difference discourse’s femininity affirming dimension has been normalised and takes shape in a new and transgressive gender discourse where both femininity and masculinity are available for both female and male principals’ identifications and materialisations. However, at the same time as principals have related to new and transgressive gender ideals in certain situations they defer to the essential sexual difference discourse’s gender stereotyped and hierarchical divisions and expectations. The dissertation shows how the transgressive gender discourse contributes to the dissolution of gender polarity, with optional identities. Parallel with this and contrary to what in terms of gender could be described as the basis for a more democratic and equal school, the dissertation also shows how female principals and female teachers, together with certain groups of girls, sometimes find themselves in continued subordinate and vulnerable positions in accordance with a very old essential sexual difference definition.
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Loord, Lisa. ""De där två hade verkligen en sexuell läggning!" : om heteronormativitet i förskolan." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27953.

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Den här uppsatsen har till syfte att belysa hur heteronormativitet kan ta sig uttryck i förskolan, och vad några femåringar säger om hur de ser på familjebildning och kärleksrelationer. Undersökningen bygger på intervjuer om familjeformer med åtta femåringar. Intervjuerna genomfördes med utgångspunkt i ett antal bilder föreställande människor i olika familjekonstellationer. Den teoretiska utgångspunkten för uppsatsen är en normkritisk pedagogik, med rötter i feministisk poststrukturalism och queerteori. Resultatet av undersökningen visar att barnen i studien hade ett starkt heteronormativt sätt att prata om familjebildning. I ljuset av den tidigare forskning som redovisas i uppsatsen, blir det tydligt att förskolans sätt att arbeta med frågor om sexuell läggning inte lever upp till de krav som läroplanen ställer.
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Jönsson, Chatrin. "”Jag är ingen pojke, jag är en flicka!” : en studie om hur pedagoger beskriver könsnormer, könsnormkritiskt arbete och barn som bryter mot könsnormer." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27596.

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The subject of this study is gender norms in the preschool and children who oppose those norms. The aim is to investigate how the discourses are linked with the way in which preschool teachers and teaching assistants talk about children’s gender identity. This study is founded in feminist post-structuralist discourse analysis, which was a basis for the interpretation of the results. My research questions are: • How do educators express themselves concerning gender norms? • What do educators need to work with a gender critical agenda? • How do the educators describe their work concerning gender, gender norms and children who oppose those norms? • For educators who have experience with children who do not identify with the gender they was given at birth, how do educators describe their own treatment of said children, and how would they describe the treatment from the other members of the teaching team? The study consists of qualitative interviews with five educators who were asked questions relevant to: norms, gender, gender criticism and how they work with those topics. I found both positive and negative aspects of gender work in preschool. Generally norms are seen as something you have to adapt to. Sometimes there are collisions between the different approaches from younger and older educators gender work, and sometimes this collision takes place between educators and parents. I found that the educators I interviewed generally want to question the heteronorm, only they sometimes dont realise how affected they are by it themselves.
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Franzén, Karin. "”Is i magen och ett varmt hjärta” : Konstruktionen av skolledarskap i ett könsperspektiv." Doctoral thesis, Umeå University, Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-901.

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The aim of this thesis is to investigate the discursive construction of school leadership in a gender perspective and the meanings attached to school leadership. Theoretically, I draw on discourse analysis, and feminist poststructuralist theories have been my source of inspiration. Discourse, subjectivity, subject positions and power are key concepts applied to the analysis of the data. Four male and four female school leaders representing eight primary and secondary schools were interviewed. Furthermore, interviews were carried out with two teachers at each of these schools: in total nine female and seven male teachers were interviewed.

The leaders and teachers talk about leadership in relation to four different arenas, which I have labelled the teachers’, the children’s, the parents’ and the societal arena respectively. Three main positions have been identified for the school leaders: (1) the supporter, (2) the manager and (3) the pedagogical leader. Most of the statements deal with the relation to the teachers, whereas the parents’ arena is not much talked about.

As for gender, both male and female school leaders construct themselves as leaders in rather similar ways. Both men and women activate the three positions in similar ways. Women do not repeat the supporter position more often than men, and men do not position themselves as managers more frequently than women. This indicates that traditional gender discourses do not govern the school leaders’ talk about school leadership. For the position of pedagogical leader, some gender differences have been distinguished. The men position themselves as pedagogical leaders, whose mission it is to take the lead in pedagogical issues, whilst the women talk about the importance of evaluating and reflecting on their pedagogical leadership. Gender discourses seem to affect the way teachers construct school leadership, as male leaders who act as supporters are sometimes positioned as deviant. Instead, especially female teachers expect their male leader to act as a manager. Furthermore, the female teachers construct female school leaders as supporters to a higher extent than the male teachers.

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Barrington, Jane. "Shapeshifting prostitution and the problem of harm : a discourse analysis of media reportage of prostitution law reform in New Zealand in 2003 : a thesis submitted to AUT University New Zealand in partial fulfilment of the requirements for the degree of Master of Health Science, 2008." Click here to access this resource online, 2008. http://hdl.handle.net/10292/471.

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Interpersonal violence and abuse in New Zealand is so widespread it is considered a normative experience. Mental health nurses witnessing the inscribed effects of abuse on service users are lead to consider whether we are dealing with a breakdown of the mind or a breakdown in social or cultural connection (Stuhlmiller, 2003). The purpose of this research is to examine the cultural context which makes violence and abuse against women and children possible. In 2003, the public debate on prostitution law reform promised to open a space in which discourses on sexuality and violence, practices usually private or hidden, would publicly emerge. Everyday discourses relating to prostitution law reform reported in the New Zealand Herald newspaper in the year 2003 were analysed using Foucauldian and feminist post-structural methodological approaches. Foucauldian discourse analysis emphasises the ways in which power is enmeshed in discourse, enabling power relations and hegemonic practices to be made visible. The research aims were to develop a complex, comprehensive analysis of the media discourses, to examine the construction of harm in the media debate, to examine the ways in which the cultural hegemony of dominant groups was secured and contested and to consider the role of mental health nurses as agents of emancipatory political change. Mental health promotion is mainly a socio-political practice and the findings suggest that mental health nurses could reconsider their professional role, to participate politically as social activists, challenging the social order thereby reducing the human suffering which interpersonal violence and abuse carries in its wake.
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Celestrin, Yannel. "Re-Imagining the Victorian Classics: Postcolonial Feminist Rewritings of Emily Brontë." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3665.

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ABSTRACT OF THE THESIS RE-IMAGINING THE VICTORIAN CLASSICS: POSTCOLONIAL FEMINIST REWRITINGS OF EMILY BRONTË by Yannel M. Celestrin Florida International University, 2018 Miami, Florida Professor Martha Schoolman, Major Professor Through a post-structural lens, I will focus on the Caribbean, specifically Cuba, Guadeloupe, Marie-Galante, and Roseau, and how the history of colonialism impacted these islands. As the primary text of my thesis begins during the Cuban War of Independence of the 1890s, I will use this timeframe as the starting point of my analysis. In my thesis, I will compare Emily Brontë’s Wuthering Heightsand Maryse Condé’s Windward Heights. Specifically, I will examine Condé’s processes of reimagining and rewriting Brontë’s narrative by deconstructing the notions of history, race, gender, and class. I will also explore ways in which Condé disrupts the hegemonic and linear notions of narrative temporality in an attempt to unsilence the voices of colonized subjects. I argue that Condé’s work is a significant contribution to the practice of rewriting as well as to the canon of Caribbean literary history. I argue that the very process of rewriting is a powerful mode of resistance against colonizing powers and hegemonic discourse.
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Ljungberg, Sofia. "Fantasifull utflykt med skilda perspektiv : En studie om genus, normbrytning och stereotyper i bilderboken Se upp för krokodilen! (2013)." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-38187.

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Studien undersöker hur könsroller gestaltas ur ett genusperspektiv i bilderboken Se upp för krokodilen! (Moroni & Eriksson, 2013). Syftet är att få djupare kunskaper om hur dessa skildringar speglar målen i läroplanen för förskolan om att motverka traditionella könsnormer och främja jämställdhet och likabehandling mellan könen. Forskare menar att bilderboken är ett användbart och didaktiskt verktyg för att fånga barns intressen och påverka deras tankegångar. Tidigare forskning (Kåreland, 2005) visar att könsstereotypa föreställningar lever kvar i en stor del av utbudet av barnböcker. I studien analyseras bilderboken Se upp för krokodilen! (Moroni & Eriksson, 2013) både utifrån bilder och text. Analysen fokuserar på karaktärernas yttre- och inre personskildringar, det vill säga, karaktärernas utseende, ansiktsuttryck, kroppsspråk respektive karaktärernas egenskaper och personligheter. Studiens resultat visar att karaktärerna i boken, till viss del avviker från de stereotypa föreställningar om vad som anses som maskulint och feminint, dock visar karaktärerna att de båda har egenskaper som kan representera båda könen.
The study examines how gender roles are portrayed from a gender perspective in the picture book Watch out for the crocodile! (Moroni & Eriksson, 2013). The aim is to get deeper knowledge about how these depictions reflect the goals of the Swedish syllabus for preschool that counteracts traditional gender norms and promote equality and equal treatment between the genders. Researchers consider that the picture book is a useful and didactic implement to capture childrens’ interests and influence their thoughts. Previous research (Kåreland, 2005) shows that gender-stereotyped conceptions persist in a large part of the range of children’s books. The study analyzes the picture book Watch out for the crocodile! (Moroni & Eriksson, 2013) both from photographs and text. The analysis focuses on the characters external and internal personal depictions, that is, the characters appearance, facial expressions, body language and the characters properties and personalities. The results of the study show that the characters in the book, partially differ from the stereotypical conceptions of what is considered as masculine and feminine. However, the characters show that they both have properties that can represent both sexes.
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Linghede, Eva. "Har passionen för hästar ett kön? : att göras och göra sig till ridsportkille." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-2911.

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Syfte och frågeställningar: Det övergripande syftet handlar om att undersöka hur villkoren för killars och mäns deltagande i ridsportverksamheter gestaltas i berättelser om ridsport. Annorlunda uttryckt är jag intresserad av hur kön konstrueras, eller ”görs”, i killars och mäns ridsportberättelser. Centrala frågeställningar är: Hur hanteras killarnas och männens könsgränsöverskridande i berättelserna? Vilka normer och föreställningar kring kön och sexualitet blir synliga i berättelserna? Hur positionerar sig killarna och männen i förhållande till rådande köns- och sexualitetsnormer? Metodologi: Studien bygger på kvalitativa intervjuer med 19 killar och män, 13 till 55 år gamla, aktiva på såväl bredd som tävlingsnivå i verksamheter knutna till Svenska Ridsportförbundet. I ett första analyssteg genomfördes en narrativ analys, där fem berättelser – eller narrativ – konstruerades. Dessa illustrerar på olika sätt centrala teman, erfarenheter och problematiker i intervjupersonernas berättelser. I ett andra analyssteg gjordes en feministisk poststrukturell läsning av de fem narrativen. Resultat och diskussion: Sammanfattningsvis verkar det som att deltagandet i en kvinnligt kodad idrott som ridsporten kan öppna upp för andra, och mindre stereotypa, sätt att vara kille än traditionellt manligt kodade idrotter. Eftersom den vardagliga verksamheten innehåller både sådant som (i vår kultur) brukar definieras som kvinnligt, exempelvis omsorg, kommunikation och lyhördhet, och sådant som brukar definieras som manligt, exempelvis handlingskraft, styrka och mod, får man som kille (och tjej) möjlighet att inta såväl feminint som maskulint kodade positioner. På detta sätt utmanas dominerande diskurser om hur tjejer och killar, män och kvinnor ”är”. Samtidigt måste man som kille inom ridsporten förhålla sig till det omgivande samhällets syn på ridning som en ”tjejsport” liksom till en heteronormativ särartsdiskurs enligt vilken killar inom ridsporten är tävlings-, prestations- och målinriktade, inte gillar att pyssla med hästarna och tycker att det bästa med ridsporten är tjejerna. Det verkar göra att det kan bli extra viktigt att betona maskulinitet – och framförallt heterosexualitet – för att visa att man trots allt är en ”normal” kille. Bögen blir här en form av ”gränsvakt”, en stereotyp som både möjliggör och begränsar, men som framförallt synliggör en heteronormativ ordning.
Aim: The overall aim is to investigate how conditions of boys and men’s participation in equestrian sports activities are framed in stories about equestrian sports. In other words I´m interested in the construction of gender, or the ‘doing of gender’, in boys and men´s stories about equestrian sports. Research questions are: How is the gender bending of the boys and men treated in the stories– both inside and outside equestrian sports? Which norms and representations about gender and sexuality are visible in the stories? How do the boys and men position themselves in relation to prevailing gender- and sexuality norms? Methodology: 19 boys and men, between the ages of 13 and 55, active on different levels in the Swedish Equestrian Sports Federation, were interviewed in the study. In a first step, a narrative analysis was conducted. Five narratives, illustrating central themes and experiences in the informants´ stories were constructed. In a second step a feminist post-structuralist reading of the five narratives was carried out. Results and discussion: The results indicate that participation in female-coded sports, like equestrian sports, can open up to other and less stereotypical ways of being a boy or man than participation in sports traditionally seen as masculine. Since the everyday activities contains both elements that we usually (in our culture) define as female, for example care, communication and sensitivity and elements we usually define as male, for example initiative, strength and courage, boys get the opportunity to practice assumed feminine as well as assumed masculine positions. In this way dominant discourses about boys and girls and men and women – how they “are” and what they like – are challenged. At the same time the stories make visible that boys and men in equestrian sports have to relate to the surrounding society’s view of horse riding as a “girl sport” and to heteronormative gender discourses in which men in equestrian sports are competitive and goal oriented, don’t like to cuddle with horses and think that the best thing with horse riding is the girls. It seems as if one strategy for handling this is to emphasize masculinity – and especially heterosexuality – to show that you in spite of everything are a “normal” guy. In this way the “fag” becomes a sort of “border agent” – a stereotype that both allows and restricts, but above all makes visible a heteronormative order.

Uppsatsen tilldelades stipendiemedel ur Överste och Fru Adolf Janssons fond för VT 2014.

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Lundström, Agneta. "Lärare och konflikthantering : En undersökande studie ur ett könsperspektiv." Licentiate thesis, Umeå University, Department of Child and Youth education, Special Education and Counselling, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-10004.

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This dissertation explores ten teachers´ approaches to managing conflicts with/between pupils. The relevance of gender is analysed according to the strategies and representations chosen by the teachers. The methods used for data collection include ´rounds´, role-plays and ongoing reflexivity, mainly in single-sex groups. Three main strategies were identified in managing conflicts with/between pupils: challenging, confirming and physically touching. The strategy of challenging reveals that teachers have high expectations of how competent pupils ought to be. It is no longer enough to be competent and independent as a pupil (in Sweden); he or she is also expected to have an integrated ethic of caring. Values such as an ethic of caring are conventionally associated with femininity, and are usually invisible and/or low status; though they have now become the dominant norm for both female and male teachers. The strategy of confirming is used to give support to the pupil but there is a risk of confirming one individual “too much” which can lead to relational problems with other pupils. Physical touching as a strategy relates to dilemmas arising from gendered expectations of physicality in teacher-pupil interaction. Overall, difficulties were found in getting male teachers to discuss and ‘role-play’ conflicts with girls, which did not arise with female teachers concerning conflicts with boys. Also criticized were the demands on teachers’ workloads as a result of their social responsibility for pupils’ welfare, and also lack of institutional support. When the teachers had time to reflect together on their experiences, they seemed willing to criticize norms and representations. Four phases in the mode of talking were identified: (1) the telling of an experience; (2) interpretation of experience as a form of difference, either as deviance or according to gender; (3) narration of experience that contradicts the above dichotomy of difference; and (4) ongoing reflexivity resulting in motivation to change strategy or strengthen former strategies based on a wider awareness of work context.

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Books on the topic "Feminist post-structuralism"

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Poovey, Mary. Post-structuralism, history, and feminism: A crisis in politics. London, United Kingdon: Centre for Women's Studies and Feminist Research, University of Western Ontario, 1990.

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Lechte, John. Fifty key contemporary thinkers: From structuralism to post-humanism. 2nd ed. London: Routledge, 2008.

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Fardon, Jill Vera Veley, and Sonja Schoeman. Feminist post-structuralism, critical media education and school history sources: A South African experience of deconstruction and reconstitution. Champaign, IL: Common Ground Pub., 2015.

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The thin woman: Feminism, post-structuralism, and the social psychology of anorexia nervosa. New York: Routledge, 1998.

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Fardon, Jill. Feminist Post-structuralism, Critical Media Education and School History Sources: A South African Experience of Deconstruction and Reconstitution. Edited by Sonja Schoeman. Common Ground Research Networks, 2015. http://dx.doi.org/10.18848/978-1-61229-790-3/cgp.

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Pettigrew, Andrew. Discourse & Differene: Post-Structuralism, Feminism & the Monent of History. Monash Asia Inst, 2000.

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Discourse and difference: Post-structuralism, feminism, and the moment of history. Clayton, Vic., Australia: Centre for General and Comparative Literature, Monash University, 1990.

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Brodribb, Somer. Nothing matters: A critique of post-structuralism's epistemology. 1988.

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Stone, Alison. Hegel and Twentieth-Century French Philosophy. Edited by Dean Moyar. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199355228.013.33.

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This chapter looks at Hegel’s impact on twentieth-century French philosophy by focusing on Kojève’s influential interpretation of Hegel, which enabled Beauvoir and Fanon to adapt Hegel’s philosophy to theorize gender and racial inequalities. Kojève took the struggle for recognition and the master/slave dialectic to be the central elements of Hegel’s thought. On this basis, Beauvoir and Fanon came to understand gender and racial oppression in terms of distortions in human relations of recognition. They argue that women (for Beauvoir) and black people (for Fanon) have been excluded from full participation in the struggle for recognition. However, these existential-Hegelian views are sometimes thought to have been superseded by the anti-Hegelianism of post-1960s French post-structuralism. Against this position, the chapter explains how the post-structuralist ‘French feminist’ Irigaray takes up and transforms Hegel’s notion of mutual recognition, to recommend that differently sexed individuals accept and recognize one another in their irreducible difference.
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Malson, Helen. The Thin Woman: Feminism, Post-Structuralism and the Social Psychology of Anorexia Nervosa (Women and Psychology). Routledge, 1997.

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Book chapters on the topic "Feminist post-structuralism"

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Simmons, Helen. "Feminist Post-structuralism as a Worldview." In Surveillance of Modern Motherhood, 19–32. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45363-3_2.

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Alcoff, Linda Martín. "Phenomenology, Post-structuralism, and Feminist Theory on the Concept of Experience." In Feminist Phenomenology, 39–56. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-015-9488-2_3.

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Happel-Parkins, Alison. "Performances of Pronouns: Using Feminist Post-structuralism to Explore the Social Construction of Gender." In Teaching Gender and Sex in Contemporary America, 27–36. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30364-2_3.

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Greaney, Michael. "Feminism versus Post-structuralism." In Contemporary Fiction and the Uses of Theory, 99–122. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230208070_7.

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Walsh, Steve, Anne O'Keeffe, and Michael McCarthy. "2.'…post-colonialism, multi-culturalism, structuralism, feminism, post-modernism and so on and so forth': A comparative analysis of vague category markers in academic discourse." In Studies in Corpus Linguistics, 9–29. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/scl.31.03wal.

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"the Subject of Post-structuralism: a Reply to Alison Jones." In Feminist Critique of Education, 104–18. Routledge, 2005. http://dx.doi.org/10.4324/9780203015100-14.

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Alcoff, Linda. "CHAPTER TWO Cultural Feminism versus Post-Structuralism: The Identity Crisis in Feminist Theory." In Culture/Power/History, 96–122. Princeton University Press, 1994. http://dx.doi.org/10.1515/9780691228006-005.

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Osgood, Jayne, and Kerry H. Robinson. "Introduction: Throwing the Baby out with the Bathwater? Traces and Generative Connections between Feminist Post-structuralism and Feminist New Materialism in Childhood Studies." In Feminists Researching Gendered Childhoods. Bloomsbury Academic, 2019. http://dx.doi.org/10.5040/9781474285810.ch-001.

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Lauter, Paul. "Canon Theory and Emergent Practice." In Canons and Contexts. Oxford University Press, 1991. http://dx.doi.org/10.1093/oso/9780195055931.003.0012.

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I want to begin with what some might cite as a characteristic move of the socialist intellectual in capitalist society: namely, biting the hand that feeds you. In the course of explaining to me the rejection by the National Endowment for the Humanities board of a highly-rated proposal for a Seminar for College Teachers, the NEH program officer wrote that “some reviewers were concerned that the focus on the canon, while doubtless an important issue for teachers of American literature, lacked the kind of scholarly significance generally expected of Summer Seminars. . . .” Pursuing this theme, he later wrote that my “application was rather more thesis-driven than most of our seminar proposals.” I discover everywhere signs of this division. On the one side, we find the supposedly pedagogical or professional problems raised by the question of the canon, and on the other side, what is lauded as “of scholarly significance” or, more simply, criticism or theory. In a recent “Newsletter for Graduate Alumnae and Alumni" issued by the Yale English Department, for example, Cyrus Hamlin ruminates “precisely how this procedure of hermeneutical recuperation” he is proposing “should affect the canon and the curriculum of our institution is difficult to say. . . .” and he proceeds to ignore the question (p. 2). In the same document, Margaret Homans suggests why he does so. “At Yale,” she writes . . . while post-structuralism has proven to be intellectually more unsettling than liberal humanism, the feminist versions of post-structuralism are institutionally more easily accommodated than some of the projects of liberal feminism, such as challenging the content of the canon we teach, with its vast preponderance of white, male authors (p. 4). . . . Interestingly, Homans here appropriates the project of canon revision solely to the domain of “liberal feminism,” a common enough way of trying to limit the scope of this intellectual movement to a supposed clique of uppity, middleclass women.
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ALCOFF, LINDA. "Cultural Feminism versus Post-Structuralism:." In Culture/Power/History, 96–122. Princeton University Press, 2021. http://dx.doi.org/10.2307/j.ctv1ddd17k.7.

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