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Dissertations / Theses on the topic 'Feminist standpoint theory'
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1
Hundleby, Catherine. "Feminist standpoint theory as a form of naturalist epistemology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58217.pdf.
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Korkmaz, Miray. "A Feminist Standpoint Analysis Of Women." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614295/index.pdf.
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The aim of this thesis is to analyze women&rsquos shelters in the context of the Feminist Standpoint Theory by focusing on a case in Turkey. The majority of the previous studies has not regarded the women&rsquo
s entire subjective experiences of domestic violence and shelter stay. Rather they present a reductionist picture. In this study, women&rsquo
s experiences of violence and shelter stay are analyzed and discussed in relation to
their specificities, the shelter structure, and the system shelters are connected in Turkey, from the perspective of Feminist Standpoint Theory. The issue of to what extent empowerment is attainable within the existing structures of institutions is questioned through qualitative method. Participatory observation is the main data gathering method in this study
semi-structured in-depth interviews are also used as additional data gathering source. Interviews and interpersonal relationships with 78 women are analyzed. The interviews aim at providing individual narratives of these women concerning the experience of violence and the process afterwards. In addition, interpersonal communications with the shelter staff are also added to the analysis. It was understood that the subjective experiences of the women are not wholly understandable under a fixed womanhood categorization of gender
they are mostly underestimated in the existing system of structure
and that the constraints specific to each woman&rsquo
s case combined with the rigid structural practices in the aftermath of violence entrap many women in situations difficult to escape, and the &lsquo
mediating role&rsquo
of the structures and individuals are disempowering for the women.
3
Fricker, Miranda. "Perspectival realism : towards a pluralist theory of knowledge." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320948.
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Light, Susan A. "The political practice of home : the Bluest eye, Beloved, and feminist standpoint theory." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60584.
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The larger issue of the relationship between theory, fiction and experience provides the backdrop for a study of constructions of home in Toni Morrison's The Bluest Eye and Beloved. Feminist standpoint theory contends that knowledge is socially and historically constructed. Using the home as a category of analysis, I show how Morrison's constructions of home are located within specific socio-economic, racial, and political contexts which mold the novels' characters. Both feminist standpoint theory and the novels develop a notion of "positionality"--one's location within a larger social and historical network. Differences in focus do exist, however, which stem from their respective developmental and experiential contexts--one being primarily theoretical and scholarly, and the other being the complex literary and fictional mediation of a political experience. Unlike the theoretical articulation of concepts of the standpoint, fiction offers a complex perspective that may, in turn, be used to inform discussions of political and epistemological concepts.
5
Layman, Amanda. "The Problem with Pussy Power: A Feminist Analysis of Spike Lee's Chi-Raq." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1490453172203067.
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6
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.
7
Beck, Amy C. G. "WHY WOMEN GIVE TO WOMEN: A PORTRAIT OF GENDER-BASED PHILANTHROPY." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6098.
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Abstract
WHY WOMEN GIVE TO WOMEN: A PORTRAIT OF GENDER-BASED PHILANTHROPY AT A PUBLIC COLLEGE IN VIRGINIA
By Amy Gray Beck, Ph.D.
A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University.
Virginia Commonwealth University, 2019
Chair: Katherine Cumings Mansfield, Ph.D., Associate Professor, Educational Leadership and Cultural Foundations, School of Education, UNC Greensboro
The cost of public higher education is steadily increasing, with state and federal government cutting its support year after year. Students are having to pay more out of pocket for classes and tuition, and institutions rely on private funding support to provide educational opportunities to students in need. Historically, fundraising operations in higher education have focused on a traditional solicitation model, focusing on fundraising from men in households, but savvy institutions have begun to focus on philanthropy from specific populations, including women, to increase dollars raised. Research shows women are more philanthropically generous than their male counterparts, especially when giving to education.
The main purpose of this qualitative case study was to highlight the successes of a women and philanthropy program at William and Mary, a public college in Virginia, as it is the first and only women and philanthropy program in the country where the funds donated are given back to benefit women, as well as add to the growing body of literature on women and philanthropy, and the lack of literature that exists on women giving to women in higher education.
The alumnae initiatives endowment funded by the Society of 1918 offers alumnae leadership development, networking opportunities, continuing education, empowerment, and more. Private funding in this case is enabling a social justice program to exist that otherwise would not be funded through tuition and state and federal funding. Interviews, observations, and document analysis were utilized to examine contextual factors contributing to the development of the Society of 1918 and motivations for members joining the Society at a $10,000 level.
A feminist standpoint theoretical framework helped to develop meaning-making of alumnae’s motivations for joining the Society of 1918. Utilizing portraiture as a qualitative method, findings showed how gender and timely social justice movements played a role in influencing alumnae motivations to join the Society of 1918. Finally, best practices are shared for institutions considering a comprehensive women and philanthropy program whose private gifts benefit women.
8
Howard, Nikki D. "“I’m Not as Bad as I Seem to Be”: Understanding the Identities of Female Ex-Offenders." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1243873133.
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Roane, Tanya. "The Experiences of Young African American Women Principals." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/511.
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The purpose of this study was designed to gain an understanding of how young African American women principals experience the principalship. Three research questions were explored in this study: (a.) What are the pathways to the principalship for young African American women? (b.) How do African American women experience the principalship? (c.) What are the barriers that young African American women experience and what are their strategies for success? The researcher examined the day-to-day experiences faced by these women as they related to race, gender, and age challenges within the field of education. Using qualitative research with Black Feminist Standpoint theory as the theoretical framework, the study allowed these young female principals from Virginia to share their personal stories and struggles related to their experiences as principals. They participated in depth one-on-one, semistructured interviews and, as a follow-up, some participated in focus groups that contained open-ended questions. The findings indicated that these women rely on God, faith and family in their day-to-day work. Some of the women discussed the challenges that they face dealing with ageism, sexism and racism in the work place. Probing the reflections and experiences of these women will inform both research and practice, given their professional rise to principalship positions and their experiences once they attained the positions. It was crucial to add the voices of these women to existing literature because they bring a unique perspective to the practice of school leadership. Implications for this research include: college-bound students interested in school administration; university professors and school divisions interested in ways to support and provide professional development to these young leaders; feminist researchers; those interested in studying leadership theory and research, and aspiring and practicing principals interested in how African American principals support school improvement.
10
Mayo, Tilicia L. "Black Women and Contemporary Media: The Struggle to Self-Define Black Womanhood." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2102.
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Thesis (M.A.)--Indiana University, 2010.Title from screen (viewed on February 26, 2010). Department of Communication Studies, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Catherine A. Dobris, Ronald M. Sandwina, Kim D. White-Mills, Kristina H. Sheeler. Includes vitae. Includes bibliographical references (leaves 68-70).
11
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.
12
Goh, Talisha. "Re-Composing Feminism: Australian women composers in the new millennium." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2194.
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In the age of postfeminism and fourth-wave feminism online, Australian women composers are theoretically able to “have it all,” however, the proportion of women in the occupation appears to have plateaued in recent years. In this thesis, I explore the multiple ways in which gender and feminism interact with practising Australian women composers. Feminist musicology has had a large impact on the Australian musicological scene, with theorists such as McClary and Macarthur bringing the subject of women in music to the fore in the 1990s, aiding efforts to advocate for reform on behalf of women composers. Additionally, third-wave feminist scholars such as Hartsock have argued for the study of women’s experiences within maledominated disciplines such as musicology. Using feminist standpoint theory as a foundation, this thesis examines the experiences of practising Australian women composers, finding multi-faceted and contradictory views of feminism and gender. A principal case study of composer Kate Moore examines how gender has shaped her career trajectory. Finally, a neo-Riemannian analysis of Moore’s work, Violins and Skeletons (2010), illustrates how gender may shape compositional strategies, speculating upon the fraught relationship women composers have with the conventions of Western art music because their work implicitly functions outside of, or against, the canon. This research highlights the importance of studying minority experiences in musicology, and how they relate to the dominant aesthetic and intellectual traditions.
13
Holm, Kvist Malva. "Om leken i nödvändigheten." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35661.
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This study aims to examine play as a phenomena from a phenomenological approach. This I do by discussing a dominant approach to play, an perspective which is reproduced in the context of pre-school and in where the play and learning is in single focus. Using alternative perspective on play, mainly by Gadamer and Bakthtins philosophical thoughts about the feast or the carnival, contents differ significantly from educational or developmental psychology perspectives. I open up for an understanding of what play as ontology can be understood as, and thereby enable second readings. I illustrate this thought by an empirical example from a pre-school context which where created alongside with the children in the study. Thesis that has inspired the methodology and the empirical approach includes a feminist research tradition where power analysis and critical theory of science usually has been the main focus.
14
Lindgren, Moa, and Aya Sheikhmoussa. ""Don’t let the bastards grind you down" : En multimodal kritisk diskursanalys av hierarkier i TV-serien The Handmaid’s Tale." Thesis, Linnéuniversitetet, Institutionen för medier och journalistik (MJ), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-103897.
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This study attempts to examine how gender roles appear in the adaption of Margaret Atwood’s published book, The Handmaid’s Tale TV series, which introduces the fictional and dystopian society Gilead, where the infertility rates decreased as the result of climate change. This study focuses on the first, second and third seasons of the TV series from 2017-19. A qualitative method was used to study how groups of males and females are portrayed in a hierarchy. This study examines how males and females are represented in The Handmaid’s Tale through a content analysis with multimodal critical discourse analysis as a method, completed with gender system theory and feminist standpoint theory. In the study, we focused on four groups of females and two groups of males that were included in an obvious ranking in the hierarchy of Gilead. All of the groups were analyzed separately to observe how their gender roles were represented in the TV series. Consequently, we compared the male groups to the female groups to examine the differences between their representation and ranking in the hierarchy in Gilead. The results of this study shows that males are dominant and females are submissive in Gilead, which confirms the gender theory used in this study. The low-ranking groups of females, such as the handmaids or the marthas also confirmed the existence of the feminist standpoint theory. It shows that the groups of males were placed in the highest ranking in the hierarchy in Gilead, even though some of the women seemed to be powerful, it was not enough to dominate all of the male groups in the hierarchy.
15
Velez, Camila. "An Exploration of the Counselling Experiences of Women who Work in the Indoor Sex Industry." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36383.
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The purpose of this qualitative study is to enrich the understanding of the counselling and psychotherapy experiences of women who have previously or currently worked in the Canadian sex industry. I conducted semi-structured interviews with 6 participants ranging in age from 19 to 52 who described an individual counselling experience in which they revealed their sex work employment status. I analyzed the interview drawing from a Gadamerian hermeneutic phenomenological approach grounded in feminist standpoint theory. The results revealed 17 themes organized in 5 categories: (a) seeking counselling, (b) the therapeutic relationship, (c) disclosure of sex work, (d) counselling outcomes, and (e) recommendations for counsellors working with sex workers. The results shed light on indoor sex worker clients’ heterogeneous counselling needs, expectations, and experiences, providing valuable considerations for culturally responsive and socially just practice with sex workers. The discussion of the results reflects previous research studies, clinical implications, and suggestions for future research.
16
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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Louhela, H. (Helena). "Sexual violence:voiced and silenced by girls with multiple vulnerabilities." Doctoral thesis, Oulun yliopisto, 2019. http://urn.fi/urn:isbn:9789526224152.
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Abstract Inspired by feminist standpoint theory, this doctoral thesis studies what the voices and silences about experiences of sexual violence tell us when voiced by adolescent girls who have been in residential care institutions. This group of girls evidently experience more sexual violence compared to their peers. This dissertation is based on four scientific Articles. In Article I, Erving Goffman’s theory is used to analyse the girls’ experiences of being in residential institutions and Articles II–IV focus on their sexual violence experiences. Data is generated in 2013 through semi-structured interviews with 11 girls aged 14–17 years old, and through interviews with one of these girls from 2013–2017. Data from Bulgaria, Catalonia and Italy regarding the violent experiences of 46 girls is also used in Article II. Qualitative content analysis (Articles I–III) and the Listening Guide method (Article IV) were used in data analysis. The Articles reveal that the girls have multiple vulnerabilities that affect on creating safe connections, as well as voicing their experiences. The majority of the girls did not voice their experiences of sexual violence as violence and based on the data it can be interpreted that the sense of being cared for by someone might impact on what was named and/or recognised as sexual violence. The phenomenon was named abusive illusion of care and proposed to be included in Jenny Pearce’s social model of abused consent. A new term was also suggested for the area of girls’ sexually risky behaviour, which is further developed in this compilation report as sexism-related internalised sexual violence. In this compilation report, the main results of the Articles are combined and re-read in the light of Carol Gilligan’s theorisations. Those findings confirm that girls’ voices and silences about their sexual violence experiences are a complex and multidimensional combination of self-silence and being silenced, connection and resistance. Sexual violence experiences should be considered as contextual, relational, contradictory and situational phenomena. It is suggested that violence prevention programmes be organised in a gender-responsible way for all from an early age. Furthermore, professionals should be educated to recognise the hidden aspects in sexual violence and conceptualisations of sexual violence needs to be developed furtherTiivistelmä Feministisen standpoint-teorian inspiroimana tässä väitöskirjassa tutkitaan, mitä lastensuojelulaitoksissa asuneiden tyttöjen äänellisyydet ja vaikenemiset kertovat heidän kokemastaan seksuaalisesta väkivallasta. Aiempi tutkimustieto osoittaa tämän tyttöryhmän kokevan vertaisiaan enemmän seksuaalista väkivaltaa. Väitöskirjaan sisältyy neljä tieteellistä artikkelia. Artikkeli I:ssa analysoidaan tyttöjen laitoskokemuksia Erving Goffmanin teorian avulla. Artikkeleissa II–IV keskitytään tyttöjen seksuaalisen väkivallan kokemuksiin. Aineisto koostuu yhdentoista 14–17-vuotiaan tytön puolistrukturoidusta haastattelusta vuodelta 2013 sekä yhden tytön haastatteluista vuosilta 2013–2017. Artikkeli II:ssa on otteita Bulgariasta, Italiasta ja Kataloniasta kerätyistä aineistoista koskien neljänkymmenenkuuden tytön väkivaltakokemuksia. Analyysissa käytettiin sisällönanalyysiä (Artikkelit I–III) ja Listening Guide -metodia (Artikkeli IV). Osatutkimuksista selvisi, että tyttöjen moniulotteiset haavoittuvuudet vaikuttavat turvallisten yhteyksien luomiseen sekä omien kokemusten kertomiseen. Suurin osa tytöistä ei sanallistanut seksuaalisen väkivallan kokemuksiaan väkivallaksi, ja tyttöjen kokema välittäminen näytti vaikuttavan siihen, minkä he tunnistivat ja/tai nimesivät seksuaaliseksi väkivallaksi. Ilmiö nimettiin “vahingolliseksi välittämisen illuusioksi,” ja se esitetään lisättäväksi Jenny Pearcen seksuaalista suostumusta koskevaan malliin. Tyttöjen seksuaalisen riskikäyttäytymisen alueelle ehdotettiin uutta termiä, ja tässä yhteenveto-osuudessa se on edelleen kehiteltynä “seksismiin perustuva sisäistetty seksuaalinen väkivalta.” Yhteenveto-osuudessa artikkeleiden päätulokset on yhdistetty ja niitä on uudelleen luettu Carol Gilliganin teoriaa hyödyntäen. Näin saadut tulokset osoittavat, että tyttöjen äänellisyydet ja vaikenemiset seksuaalisesta väkivallasta sisältävät moniulotteisen yhdistelmän vaikenemista ja vaietuksi tulemista, kuulumisen tunnetta sekä vastarintaa. Seksuaalisen väkivallan kokemukset tulisikin nähdä relationaalisena ja moniäänisenä, sekä tilanne- ja kontekstisidonnaisena ilmiönä. Lapsille tulisi suunnata varhaisessa vaiheessa väkivaltaa ennaltaehkäiseviä sukupuolivastuullisia koulutuksia. Lisäksi ammattilaisille tulisi järjestää koulutusta seksuaalisen väkivallan piiloisten muotojen tunnistamiseksi ja seksuaalisen väkivallan sanallistuksia tulisi edelleen kehittää
18
Hard, Louise. "How is leadership understood and enacted within the field of early childhood education and care." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16213/1/Louise_Hard_Thesis.pdf.
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The field of Early Childhood Education and Care (ECEC) traditionally encompasses care and education for children aged from birth to eight years. In this study, the focus is specifically on the field that provides services for children in prior to school settings, that being the birth to five sector. This sector is highly feminised and has emerged over the last century from philanthropic roots. Despite considerable work into leadership in other areas, until recent times, attention to aspects of leadership has been limited within the ECEC field and much of the research undertaken has focused heavily on centre-based leadership. This study investigated how personnel, from a range of services, understand and enact leadership. In terms of data analysis it draws heavily on symbolic interactionism as a methodological tool and engages standpoint feminist theory to inform the analytical process.
Data were gathered from semi-structured interviews with twenty-six participants who also identified artefacts, which they considered influenced and supported their understandings of leadership. In addition, two focus groups were conducted to explore themes emerging from early analysis of the data. Findings indicate two categories, which emerge as relevant to how leadership is understood and enacted by participants. The first of these is the concept of interpreted professional identity, which reflects participants' interpretations of who they are as early childhood professionals informed by their own views and the views of others. How individuals interpret their sense of self (manifest in their professional identity) is influential in the secondary category, which is interpreted leadership capacity. This category reflects participants' leadership activity or inactivity.
The analysis reflects a complex interplay between how participants interpret their professional sense of self (interpreted professional identity) and their capacity and willingness to enact leadership (interpreted leadership capacity). Individuals in the formation of their professional identity interpret factors, both internal to the ECEC field and external (through social expectations). The culture of the ECEC field (internal factors) includes competing elements such as a discourse of niceness juxtaposed against examples of horizontal violence. Factors external to the field suggest there are lingering social associations between heroic male images and leadership, which make women as leaders problematic. Within a highly feminised field such as ECEC, this study brings new perspectives to understandings of leadership and its enactment.
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Hard, Louise. "How is leadership understood and enacted within the field of early childhood education and care." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16213/.
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The field of Early Childhood Education and Care (ECEC) traditionally encompasses care and education for children aged from birth to eight years. In this study, the focus is specifically on the field that provides services for children in prior to school settings, that being the birth to five sector. This sector is highly feminised and has emerged over the last century from philanthropic roots. Despite considerable work into leadership in other areas, until recent times, attention to aspects of leadership has been limited within the ECEC field and much of the research undertaken has focused heavily on centre-based leadership. This study investigated how personnel, from a range of services, understand and enact leadership. In terms of data analysis it draws heavily on symbolic interactionism as a methodological tool and engages standpoint feminist theory to inform the analytical process. Data were gathered from semi-structured interviews with twenty-six participants who also identified artefacts, which they considered influenced and supported their understandings of leadership. In addition, two focus groups were conducted to explore themes emerging from early analysis of the data. Findings indicate two categories, which emerge as relevant to how leadership is understood and enacted by participants. The first of these is the concept of interpreted professional identity, which reflects participants' interpretations of who they are as early childhood professionals informed by their own views and the views of others. How individuals interpret their sense of self (manifest in their professional identity) is influential in the secondary category, which is interpreted leadership capacity. This category reflects participants' leadership activity or inactivity. The analysis reflects a complex interplay between how participants interpret their professional sense of self (interpreted professional identity) and their capacity and willingness to enact leadership (interpreted leadership capacity). Individuals in the formation of their professional identity interpret factors, both internal to the ECEC field and external (through social expectations). The culture of the ECEC field (internal factors) includes competing elements such as a discourse of niceness juxtaposed against examples of horizontal violence. Factors external to the field suggest there are lingering social associations between heroic male images and leadership, which make women as leaders problematic. Within a highly feminised field such as ECEC, this study brings new perspectives to understandings of leadership and its enactment.
20
Rostek, Johanna. "Be Part of the Solution : Gender Sensitivity in Confirmation Work." Thesis, Högskolan i Gävle, Religionsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36603.
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The following research explores female authority's experiences with gender roles in faith and church and the subsequent handling of gender sensitivity in confirmation work. The qualitative study is conducted based on empirical data to answer the research questions. The chosen feminist standpoint theory assists in identifying the sampling consisting of female authorities as participants who are in charge of the confirmation work. The theory examines resources to create a standpoint through feminist experiences as knowledge, creating feminist solidarity and agency. The constructionist thematic analysis identifies and establishes repeating patterns in combination with the participant's answers and the theory. The lived experiences are gathered through online questionnaires and analyzed and interpreted through the lens of the feminist standpoint theory. The qualitative study shows that women make various experiences based on gender roles in faith and church. Majorly challenging is the normalization of male-dominated structures and concepts. Still, the participants form standpoints concerning the significance of gender-sensitive confirmation work. The study's outcome shows that mainstream knowledge can be opposed by creating feminist knowledge, solidarity, and agency. A broad audience is addressed because the result can be generalized into several fields.
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Buchholz, Nele Charlotte, and Rosie Rooney. "“We change structures the moment our experience counts” : Exploring lived experience leadership in the third sector." Thesis, Malmö universitet, Institutionen för Urbana Studier (US), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43870.
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Leadership in general is still perceived as individualistic, masculine and hierarchical. Despite fighting against discrimination and for social justice, third sector organizations are themselves often places of entrenched privilege and limited diversity. Leaders with lived experiences draw on their first-hand experience of social issues and/or injustices and attempt to tackle those problems through their work. They represent a diversity of backgrounds, experiences and capabilities that challenge the homogeneity of third sector leadership. Following critical leadership studies this thesis draws from the standpoints of lived experience leaders to offer new, intersectional perspectives on leadership and to expand and diversify understandings of what it is to lead in third sector organizations. The focus of this thesis’s exploration is the experiences and perceptions of 10 individuals who hold or have held leadership positions within third sector organizations in the UK and Germany. Through the analysis of semi-structured interviews, a phenomenology of lived experience leadership is explored. Drawing from feminist standpoint theory, attention is paid to what lived experience leaders think about leadership generally and lived experience leadership in particular, as well as their perspectives on the systemic leadership structures they exist within and challenge. It is found that lived experience leaders acknowledge ‘traditional,’ ‘mainstream’ concepts of leadership and see their own leadership styles and approaches as distinct from these leadership norms. Their approaches and understandings challenge typical leadership constructions and, strongly influenced by their own lived experiences, promote political self-organization, activism and a socio-economic empowerment of people with lived experiences in order to unravel current social power structures and promote social change. With these key findings, the paper suggests further research to test and expand on the conclusions drawn. Ensuring that leadership positions are accessible to all should be a priority for future development of third sector organizations and beyond. Further research should therefore explore how lived experience leadership can help to gain insights about how to remove barriers to leadership positions efficiently.
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Mayer, Jennifer L. "From "Living Hell" to "New Normal": Illuminating Self-Identity, Stigma Negotiation, and Mutual Support among Female Former Sex Workers." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6079/.
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Women in the sex industry struggle with emotional turmoil, drug and alcohol addiction, poverty, and spiritual disillusionment. Their lived experiences as stigmatized individuals engender feelings of powerlessness, which inhibits their attempts to leave the sex industry. This study illuminates how personal narratives develop throughout the process of shedding stigmatized identities and how mutual support functions as a tool in life transformation. Social identity theory and feminist standpoint theory are used as theoretical frameworks of this research, with each theory adding nuanced understanding to life transformations of female former sex workers. Results indicate that women in the sex industry share common narratives that reveal experiences of a "Living Hell", transitional language, and ultimate alignment with traditional norms. Implications of SIT and FST reveal the role of feminist organizations as possible patriarchal entities and adherence to stereotypical masculine ideology as an anchoring factor in continued sex work.
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Brantley, Demario Jamar. ""Unraveled Pieces of Me: A Sociological Analysis of Former African American Slave Women's Experiences and Perceptions of Life in Antebellum Arkansas"." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1349720506.
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Strand, Lauren Rose. "Toward the Transformative Inclusion of Students with Nonvisible Disabilities in STEM: An Intersectional Exploration of Stigma Management and Self-Advocacy Enactments." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554920049665926.
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Bursian, Olga, and olga bursian@arts monash edu au. "Uncovering the well-springs of migrant womens' agency: connecting with Australian public infrastructure." RMIT University. Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080131.113605.
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The study sought to uncover the constitution of migrant women's agency as they rebuild their lives in Australia, and to explore how contact with any publicly funded services might influence the capacity to be self determining subjects. The thesis used a framework of lifeworld theories (Bourdieu, Schutz, Giddens), materialist, trans-national feminist and post colonial writings, and a methodological approach based on critical hermeneutics (Ricoeur), feminist standpoint and decolonising theories. Thirty in depth interviews were carried out with 6 women migrating from each of 5 regions: Vietnam, Lebanon, the Horn of Africa, the former Soviet Union and the Philippines. Australian based immigration literature constituted the third corner of triangulation. The interviews were carried out through an exploration of themes format, eliciting data about the different ontological and epistemological assumptions of the cultures of origin. The findings revealed not only the women's remarkable tenacity and resilience as creative agents, but also the indispensability of Australia's publicly funded infrastructure or welfare state. The women were mostly privileged in terms of class, education and affirming relationships with males. Nevertheless, their self determination depended on contact with universal public policies, programs and with local community services. The welfare state seems to be modernity's means for re-establishing human connectedness that is the crux of the human condition. Connecting with fellow Australians in friendships and neighbourliness was also important in resettlement. Conclusions include a policy discussion in agreement with Australian and international scholars proposing that there is no alternative but for governments to invest in a welfare state for the civil societies and knowledge based economies of the 21st Century.
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Puig, De La Bellacasa Maria. "Think we must: politiques féministes et construction des savoirs." Doctoral thesis, Universite Libre de Bruxelles, 2004. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211101.
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Cette dissertation porte sur les liens entre les pratiques politiques et la construction des savoirs, académiques et scientifiques, explorés dans le mouvement féministe et les « Études féministes » contemporains, notamment anglo-américaines (women studies), depuis les années 1970. Dans la première partie, après avoir introduit le sens que donnent à la pratique « politique » certaines traditions féministes, nous présentons différentes entrées des critiques féministes des savoirs scientifiques :la critique de l'exclusion historique des femmes de la production des savoirs et des sciences et l’examen critique des préjugés sexistes intervenant dans les contenus et les critères de validation des connaissances (théorie de la connaissance ou épistémologie).
La deuxième partie de la thèse propose une lecture d’auteures anglophones qui ont abordé les sciences à partir d’une perspective féministe et qui ont développé des propositions qui encouragent à la reconnaissance active du caractère partiel et situé de toute construction de savoir. Nous abordons, plus précisément :les théories sur l’incidence épistémologique de points de vue et positionnements féministes (standpoints) ;le travail de la philosophe Sandra Harding spécialement sa conceptualisation d’une « objectivité forte » ;et la conception des « savoirs situés » dans le travail de l’historienne de la biologie Donna Haraway. Ces propositions de politiques du savoir sont aussi abordées dans l’optique de montrer les problèmes spécifiques qu’elles rencontrent quand elles s’adressent aux savoirs de la tradition scientifique expérimentale.
Une question traverse la thèse :Comment ces critiques et propositions tiennent-elles compte de la diversité des pratiques spécifiques de construction des savoirs ?Alors même que le cœur des propositions féministes qui nous intéressent est de situer les savoirs dans leur spécificité reste à savoir comment ces mêmes politiques féministes résistent à se désituer à savoir, à emprunter les formes d'une théorie générale pour aborder les pratiques singulières. Prendre en compte de la spécificité des pratiques exige en outre d’envisager les auteures féministes au travail dans les pratiques et problèmes singuliers qui les intéressent, et ainsi montrer la richesse de ce courant de pensée.
Doctorat en philosophie et lettres, Orientation philosophie
info:eu-repo/semantics/nonPublished
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Malherbe, Helena Dorathea. "Emotional abuse in close relationships analysis of women's experiences as expressed in a therapeutic setting /." Thesis, Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-11032006-131428.
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Graham, Daria-Yvonne J. "Intersectional Leadership: A Critical Narrative Analysis of Servant Leadership by Black Women in Student Affairs." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1523721754342058.
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Bostic, Sarah E. "Classism, Ableism, and the Rise of Epistemic Injustice Against White, Working-Class Men." Wright State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1559238446980086.
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Shildneck, Barry P. "Female Students and Achievement in Secondary School Mathematics." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/59.
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Achievement and the experiences of women in secondary school mathematics have been well documented in the research literature (e.g., Benbow & Stanley, 1980, 1983; Tartre & Fennema, 1995; Sherman, 1982; Ryckman & Peckham, 1987; Keller & Dauenheimer, 2003). With respect to achievement, the research literature primarily focuses on how women are deficient to men (e.g., Benbow & Stanley, 1980, 1983) and the roles affective attributes (e.g., Sherman, 1982; Fennema, Petersen, Carpenter & Lubinski, 1990) and stereotype threat (e.g., Quinn & Spencer, 2001; Steele & Aronson, 1995) have played in women’s deficiencies. Despite the perspective and nature of this research, there are, however, women who have achieved at extraordinarily high levels in the secondary mathematics classroom. It is important to examine this historical research as it has impacted the views of teachers, researchers, and media with regard to female mathematics students’ opportunities. By reflecting upon the research literature and its far reaching impacts, high-achieving women in mathematics can begin to reverse the perceptions that limit their opportunities. Thus, the purpose of this study was to explore, through the experiences and stories relayed by the study’s participants, how young women might negotiate the (historic all male) mathematics domain. Employing a qualitative research designed within a phenomenological framework and analyzed through a combination of postmodern and standpoint feminisms, I examined the stories of four undergraduate female students who were identified as being high-achieving in secondary school mathematics. These young women, by reflecting upon their secondary school experiences, and by reflecting upon their experiences within the context of the existing research literature, not only identified the aspects of their lives they felt had the greatest impact upon their opportunities but also examined their personal definitions of success and the impacts their gender had on their (socially defined) achievements within secondary school mathematics.
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Madden, Mary C. "Virginia Woolf and the persistent question of class : the protean nature of class and self." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001571.
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Manu, Amanda. "HOW DO BLACK FEMALE ATHLETES PERCEIVE, NEGOTIATE, AND RECONCILE THE SOCIAL EXPECTATIONS OF FEMININITY?" Master's thesis, Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/464072.
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KinesiologyM.S.
Faced with a unique oppression due to their racial and gender identity, a great disservice has been done to Black female athletes (BFAs) within the sporting literature as they have historically been silenced and rendered invisible, either in failure to include them in research, or in fragmenting their identities along racial or gender lines, thus presenting incomplete and inaccurate representations of their experiences. Employing a theoretical framework grounded in Black feminist standpoint theory, this study explored BFAs’ conceptualizations of femininity and microaggressions, as well as how their racial, gender, class, and athletic identities affect them within and outside of sporting environments. This study sought BFAs at 83 Division I institutions, asking them to complete a survey including the Bem Sex Role Inventory-Short (BSRI-S), the Racial and Ethnic Microaggressions Scale (REMS), and the Black Racial Identity Attitude Scale (BRIAS). Six BFAs opted-in to a qualitative interview. These BFAs presented multiple interpretations of femininity, discussed experiences with microaggressions, and spoke to how they navigated various contexts given their racial, gender, and athletic identities. While identifying hardships of being BFAs on college campuses and Black women in the United States, interview participants also discussed how their ability to withstand the unique mistreatment of BFAs and Black women left them feeling empowered and resilient. Implications for practitioners and researchers are also included.
Temple University--Theses
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Gay, Kallie. "Becoming a Master Manager: An Analysis of SNAP Recipient Stories of Navigating Government Assistance." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3556.
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This study examines experiences of utilizing government assistance in the United States. It focuses on the ways in which persons participating in the Supplemental Nutrition Assistance Program (SNAP) communicatively managed their lives in relation to their role in the program. Specifically, the research reveals that SNAP recipients are master managers. After synthesizing the pre-existing body of research concerning social assistance in the U.S. and its effects on those who utilize it, the author argues that sharing the stories of marginalized groups can serve to reduce stigma surrounding government assistance participation. Employing a Feminist Standpoint Theory sensibility to elicit such stories, the author drew out narratives gathered through qualitative interviews with current SNAP participants. Findings indicate that communicative management of SNAP participation was experienced as multi-layered and complex. Positioned to navigate the carceral environment of the SNAP program, participants adopted various disciplined communicative actions as they managed program membership, stigmatized identity, and behavioral surveillance.
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Dick, Bailey G. "“Is It Not Possible to Be a Radical and a Christian?” Dorothy Day Navigates thePatriarchal Worlds of Journalism and Catholicism." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1526040503387041.
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Lindsay, Chevan. "Feminist Perspectivism: A Revised Standpoint Theory." 2016. http://scholarworks.gsu.edu/philosophy_theses/198.
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The heart of this thesis is an examination into the relevant differences between Nietzsche’s perspectivism and standpoint theory. Briefly, both standpoint theory and perspectivism have been subjected to various charges that dissolve into two major ones, which are worthy of additional scrutiny: the charges of essentialism and incoherence. My overall argument in thesis is that standpoint theory, in spite of recent feminist defense, is still susceptible to these charges, and this proves counterproductive to its aims of combatting marginalization. Moreover, I argue that Nietzsche’s perspectivism provides a corrective to the short comings of standpoint theory.
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Syed, Sabrina. "Exploring international female doctoral students' narratives through the lenses of intersectionality and feminist standpoint theory." Thesis, 2022. http://hdl.handle.net/1959.13/1440215.
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Research Doctorate - Doctor of Philosophy (PhD)International female doctoral students face multiple complexities in their academic learning events arising from language barriers, cultural differences and personal matters while negotiating everyday life in a foreign country. Nested within the epistemological positioning of feminist standpoint theory and intersectionality, this research explores the socio-cultural and academic experiences of thirteen international female doctoral students in the Australian tertiary education system. Using a narrative inquiry approach, the analysis and discussion in this thesis draw on personal stories to open up a space to understand the complexity of participants' lives during their studies in Australia. The research objective is to present an exploration of the complexity of participants' experiences in Australia. It does through narratives providing a critical perspective to understand how multiple identities through social categories such as race, class, gender, nationality and ethnicity are interlaced to shape participants' learning and living experiences in Australia. This research enhances our critical understanding regarding the influences of participants' intersecting identities on their perceptions, thus defining their standpoint during and before their PhD. Moreover, the study points out how each participants’ circumstances, including socio-cultural, political and academic conditions, encouraged them to aspire to PhD studies. Gender (in)equality is an ongoing global and political matter affecting all girls and women across different geopolitical spaces. In contemporary societies across multiple cultures, it is common to see more men than women in dominant political and economic positions with power for decision-making. Critical discussions about gender inequality are not new within the tertiary education sector. Women's voices are often minimised across faculty, and student populations within the tertiary sector, and international female students' voices are even more marginalised. One of the key barriers for international students' voices to be heard is related to socio-cultural differences, which has created a unique parallel community for international students that is further excluded from Australia's proclaimed multicultural society. In this type of small but specific community, due to its complex politics of differences, international female doctoral students deal with challenges in their lifeworlds that they need to negotiate and navigate during their learning and living in Australia. Finally, the research aims to aid educators in acknowledging or even taking into consideration PhD candidates' multiple identities and complex lives to understand participants' life events from their standpoints.
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Plaatjies, Mary-Anne. "Vroue in die teologiese antropologie van die Afrikaanse Gereformeerde tradisie." Thesis, 2003. http://hdl.handle.net/10500/1190.
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Women in the Theological Anthropology of the Afrikaans Reformed Tradition
This dissertation examines women in the theological anthropology of the Afrikaans Reformed Churches. The study is set out as follows:
In Chapter 1, a survey of methodology is presented. The exposition of the question about the theological anthropology is done against a poststructural background. Both structuralism and poststructuralism largely put aside existentialism as an inadequate methodology.
Chapter 2 aims to give an overview of the contribution of Michel Foucault. The chapter begins with a discussion of structuralism. This brief overview is then followed by a classification and investigation of the basic aspects of Foucault's approach. The chapter highlights Foucault's rootedness in poststructuralism.
Chapter 3 attempts to explain silence of women in the theological anthropology of Dutch Reformed Church. The central aim of Chapter 3 is to demonstrate, against the development of the women ministries and the discourse about the ordination of women, that the Dutch Reformed Church theological anthropology is deeply influenced by the discursive practices developed during 1928-1932.
Chapter 4 gives an overview of the developments in the theological anthropology of the Dutch Reformed Mission Church, Dutch Reformed Church of Africa and the Uniting Reformed Church of Southern Africa that took place from 1924 until 2002. Different approaches to the women question developed in the course of time. At the heart of the discourse is the shift in the reading process. The developments in the feminist standpoint theory as such led to this displacement.
In Chapter 5 the deconstruction of the theological anthropology are being discussed. Preference is given in this chapter to the concept partnership or transformative relations.
In the concluding chapter [Chapter 6], a poststructural feminist discourse is presented. Selected guidelines that the church may wish to take into account in the deconstructing of the theological anthropology are suggested. In the future, the frame of reference to the women question would likely be poststructural.Systematic Theology and Theological Ethics
D. Th. (Systematic Theology)
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McKenzie, Christine. "Exploring Intersectionality, Unravelling Interlocking Oppression: Feminist Non-credit Learning Practices." Thesis, 2011. http://hdl.handle.net/1807/29943.
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The concepts of intersectionality and interlocking identities came out of needs raised by communities and then academics wrote about it. This dissertation examines these concepts and how these resonate with the ways that feminist educators conceptualize and facilitate non-credit learning processes with women.
This research focuses on 10 differently-located feminist educators and the processes they lead that meet a range of learning goals. Specifically, this research examines the learning practices that these educators used to help women learners gain a consciousness around their identity and issues of power and oppression. I then discuss how these practices resonate with the theoretical frameworks of intersecting and interlocking oppressions.
Anti-oppression, feminist informed research and feminist standpoint theories informed the research approach. The Critical Appreciative Process, which builds on the Appreciative Inquiry (AI) method, was used to explore what is working within feminist non-credit learning processes. In addition, two case studies were elaborated on in order to examine the learning practices that were particularly successful.
The educators reflected on several barriers involved in bringing differently-located women together to explore and address the power dynamics associated with power and oppression. These included the defensiveness, denial and avoidance associated with acknowledging and addressing privilege. The educators also shared effective practices for addressing such barriers. Key practices included creating an environment for difficult conversations, working intergenerationally, using theoretical frameworks to deconstructing interpersonal dynamics occurring in the group and providing tools to draw on everyday experiences and challenge (inappropriate) behaviours. Additionally, specific activities for raising learners’ awareness of their own complex and multiple identities and how these identities are co-constructed through interactions with others were detailed.
This study revealed the limitations of intersectionality and interlocking identities frameworks in praxis, as well as the ways in which an awareness of identity, difference and power creates an entry point for intersectional and interlocking awareness that aids feminist movements. This research makes a contribution to strengthening the praxis of feminist educators facilitating non-credit processes. Within feminist theorizing, this research also makes an important contribution in contextualizing intersectionality and interlocking identities frameworks within a range of feminist non-credit learning practices.
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Voznesenskaya, Maria. "Women’s voices in permaculture: exploring women’s experiences and views on the transformative potential of ‘social permaculture’." Thesis, 2020. http://hdl.handle.net/1959.13/1427566.
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Bachelor Honours - Bachelor of Social Science (Honours)Permaculture is a prefigurative eco-social movement based on the ethics of Earth Care, People Care and Fair Share. The goal of permaculture is to design ecologically regenerative and socially just ways to organise communities of all scales, from household to whole societies. Regenerative land management practices typically receive due attention from permaculture practitioners. The movement, however, is lacking an equal attention to the socially transformative potential of permaculture, or social permaculture. Previous studies show that social movements, which do not address the dominant social patterns of inequality, such as sexism and racism, inevitably re-create these patterns in their work despite their egalitarian claims and goals. This research examines socially transformative potential of permaculture from women’s perspectives. The insights from ten in-depth interviews with female permaculturists reveal the complex terrain in which women engage with permaculture communities and mainstream cultures in which they are situated. The ways in which the women perceive and address sexism and gender bias in permaculture are complex. The stories of re-connecting to land and community, enabling other women, redefining kin, and revalorising the importance of ‘women’s work’ reveal a broad range of women’s creative approaches to re-designing the dominant patriarchal neoliberal culture within and outside permaculture circles. The research findings highlight the perspectives and visions of ‘better future’, which permaculturist women hold, examine applicability of permaculture to broad social settings, and discuss some practical ways in which women utilise social permaculture to engender the eco-social transformation they wish to see in the world.
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Kabekwa, Mmoledi. "Probing the experiences of women within the practice of "Gonyalelwa lapa' among BaSotho ba Lebowa' Ga-Masemola Area Sekhukhune District, Makhudumathaga Municipality, Limpopo Province South Africa." Diss., 2017. http://hdl.handle.net/11602/919.
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MGSInstitute for Gender and Youth Studies
‘Gonyalelwa lapa’ is a form of a marriage whereby a family marries a woman to a deceased son who passed on without having biological children, for the purpose of restoring or reviving the deceased’s name. The woman is married with her existing children, or to bear children who will take the surname of the deceased man. Women find it difficult to leave such marriages for the fear of losing their children whom they signed off by accepting to be married under this type of marriage. This study employs the feminist standpoint methodological approach in order to explore experiences of women who are married for ‘lapa’. The study purposefully selected a sample of 8 women who are married under ‘Gonyalelwa lapa’ as well as 4 key informants. Findings demonstrate that women marry for ‘lapa’ mainly for economic reasons, to escape stigmatization, for the acquisition of the marital surname, which is tied to being acknowledged, respected and recognized by the community. Nevertheless, these women face multidimensional challenges within their in-laws’ households: they receive no support from the inlaws; their girl-children suffer discrimination based on ‘sex-preference’, boys are given more value on the basis that a boy will be able to perpetuate a deceased man’s name. Most women married under this type of marriage suffer from emotional and economic abuse at the hands of their in-laws. The study reveals that these challenges are attributed to lack of physical presence of the husband in the family. The study recommends that a large scale study be conducted on this or related topic, to build knowledge and create an awareness of such a marriage as to facilitate its inclusion in Customary Marriage Act.
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Iddy, Hassan. "Girls and secondary education in rural Tanzania: perceptions, obstacles, and future possibilities." Thesis, 2018. http://hdl.handle.net/1959.13/1393710.
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Research Doctorate - Doctor of Philosophy (PhD)For many years in Tanzania girls have been under-represented in secondary schools, despite notable efforts by the government through established educational programmes and reforms. Reports indicate that there are many girls who are not enrolled in secondary schools, and some who manage to enrol but fail to complete their studies, while the majority of those who manage to stay to the end perform poorly in examinations compared to boys. Using the perspectives of people living in a rural community, this study explores the possible reasons for girls’ low enrolments, high dropout rates and poor performance in community secondary schools in rural Tanzania. The qualitative research approach using the ethnographic research design was employed to capture the lived experiences of girls and women in one rural village in Tanzania. A total of 28 participants were included in the study, including in-school girls and boys, out-of-school girls, teachers, a headmaster, parents, religious leaders, a Village Executive Officer (VEO) and a District Educational Officer (DEO). The information was collected using observations, interviews, field notes, photographs and document review. African feminisms and Indigenous Standpoint Theory (IST) were used to guide the conduct of the study and the interpretation of the data. This study identifies that, although some people still perceive girls’ secondary education negatively, there are some glimmers of hope and changing attitudes among community members regarding educating girls in secondary schools. The findings further indicate that there are tensions and conflicted perspectives. Some of the participants struggle to reconcile new emerging beliefs about girls’ education with existing cultural and familial practices. The findings also reveal that male teachers abuse their power as educators by engaging in sexual relations with school girls. Despite this abuse of power by the male teachers, it was observed that they were still protected from sexually assaulting young school girls by the headmaster and government officials. Abusive behaviours against girls from adult males and school boys, domestic chores, shortages of female role models, the patriarchal system, the culture and poverty were also found to adversely affect girls’ secondary schooling. The study concludes that, to mitigate the observed challenges, a holistic approach is needed involving all stakeholders in girls’ secondary education. Some recommendations are presented on how to improve the situation.
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Gladstone, Lia. "Learning From Rape Crisis Volunteers: Remembering The Past, Envisioning The Future." Thesis, 2013. http://hdl.handle.net/1807/43573.
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While research on sexual violence, rape crisis centres and volunteers is extensive, there are very few empirical studies that draw specifically on the experiences of rape crisis volunteers. Instead, most of the literature pertaining to rape crisis work focuses on the efforts of social workers or other paid staff. When rape crisis volunteers are examined, the focus is primarily on the context through which their work is performed, for instance, how a rape crisis centre operates in relation to other community organizations (Campbell, 1998) or whether a specific rape crisis centre upholds feminist philosophies (Maier, 2008). Studies are also usually restricted to the negative effects of rape crisis work (for example, how rape crisis workers experience anxiety, social withdrawal and vicarious trauma) or focus on what sustains rape crisis workers while working in a stressful environment (Baird and Jenkins, 2003; Hellman and House, 2006; Thornton and Novak, 2010; Wasco and Campbell, 2002). Using the life history approach, this study builds on previous research and explores the experiences of volunteers at rape crisis centres across Ontario, Canada. In particular, the following issues were examined: motivations to volunteer, personal challenges and tensions, as well as challenges with respective centres. Findings indicate that all participants in the study have directly and/or indirectly experienced a range of different kinds of violence. Also, participants noted a range of complex and interconnected motivations for their initial and ongoing involvement in rape crisis work, most notably, self-healing. Finally, most participants expressed hesitancy towards identifying as feminists and did not associate feminism and the anti-violence movement as being strictly related to women. Theorizing the experiences of rape crisis volunteers through the lens of standpoint theory offers a new approach to knowledge construction in the area of rape crisis work and points towards the way that services, including training, can be improved for volunteers. Furthermore, the life history approach offers a unique way to understand the experiences of rape crisis volunteers in greater depth and breadth, since attention was placed on the volunteer process as well as other life experiences.