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Libros sobre el tema "Gender"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 9 de noviembre de 2024

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1

Germon, Jennifer. Gender. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101814.

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Brannon, Linda. Gender. Seventh Edition. | New York : Routledge, 2017. | Revised edition of the: Routledge, 2016. http://dx.doi.org/10.4324/9781315621821.

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3

Franklin, Leanne. Gender. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-36737-1.

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4

Colebrook, Claire. Gender. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-1-137-06185-0.

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5

Tripp, Anna, ed. Gender. London: Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-1-137-07412-6.

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6

Connell, Raewyn. Gender. Editado por Ilse Lenz y Michael Meuser. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-531-19414-1.

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7

Lindsey, Linda L. Gender. 7th Edition. | New York City : Routledge Books, 2020. | Revised edition of the author’s Gender roles, [2015]: Routledge, 2020. http://dx.doi.org/10.4324/9781315102023.

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8

Merino, Noël. Gender. Detroit: Greenhaven Press, 2010.

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9

Anna, Tripp, ed. Gender. Houndmills, Basingstoke, Hampshire: Palgrave, 2000.

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10

Mary, Evans. Gender. New York: Routledge, 2010.

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11

Nancy, Bercaw, Ownby Ted y University of Mississippi. Center for the Study of Southern Culture., eds. Gender. Chapel Hill: University of North Carolina Press, 2009.

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12

Nancy, Bercaw, Ownby Ted y University of Mississippi. Center for the Study of Southern Culture., eds. Gender. Chapel Hill: University of North Carolina Press, 2008.

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13

Corbett, Greville G. Gender. Cambridge [England]: Cambridge University Press, 1991.

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14

Nancy, Bercaw, Ownby Ted y University of Mississippi. Center for the Study of Southern Culture., eds. Gender. Chapel Hill: University of North Carolina Press, 2009.

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15

Garrett, Stephanie. Gender. London: Tavistock, 1987.

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16

C, Gould Carol, ed. Gender. Atlantic Highlands, N.J: Humanities Press International, 1997.

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17

Bercaw, Nancy. Gender. Editado por University of Mississippi. Center for the Study of Southern Culture. Chapel Hill: University of North Carolina Press, 2009.

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18

Tazi, Nadia. Gender. Cape Town: Double Storey, 2004.

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19

Colebrook, Claire. Gender. New York: Palgrave Macmillan, 2004.

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20

Council, Independent Theatre, ed. Gender. [London]: Independent Theatre Council, 1998.

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21

W, Connell R. Gender. Cambridge, UK: Polity, 2002.

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22

Nancy, Bercaw, Ownby Ted y University of Mississippi. Center for the Study of Southern Culture., eds. Gender. Chapel Hill: University of North Carolina Press, 2009.

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23

Merino, Noël. Gender. Detroit: Greenhaven Press, 2010.

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24

Mae, Kelly Rita, ed. Gender, globalization, and gender democratization. Lanham, MD: Rowman & Littlefield Publishers, 2001.

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25

Hawkins, Dayaa. 72 Genders - Defining Gender Identities. Independently Published, 2018.

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26

Jack, Jordynn. Inventing Gender. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038372.003.0006.

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This chapter studies how individuals may invent alternative gendered identities from available gender topoi. Memoirs by Donna Williams and Dawn Prince-Hughes, along with blogs and online forum posts, reveal that autistic individuals offer alternative understandings of gender, using and combining disidentificatory or idiosyncratic terms such as nongendered and third gender or combining terms such as trans, gay, lesbian, bisexual, and androgyne. Indeed, when autistic individuals write about feeling nongendered or ungendered, they contest hegemonic genders and develop new types of gendered characters with which to present themselves and their experiences. Thus, genders can be invented using available terms, in that some autistic individuals employ a gender copia, or multiplicity of gendered topoi, to understand themselves and their roles in the world.
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27

Demos, Vasilikie y Marcia Texler Segal, eds. Gender Panic, Gender Policy. Emerald Publishing Limited, 2017. http://dx.doi.org/10.1108/s1529-2126201724.

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28

Poor, Sara S., Alison L. Beringer y Olga V. Trokhimenko, eds. Gender Bonds, Gender Binds. De Gruyter, 2021. http://dx.doi.org/10.1515/9783110729191.

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29

Lucy, Sam. Gender and Gender Roles. Oxford University Press, 2011. http://dx.doi.org/10.1093/oxfordhb/9780199212149.013.0035.

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30

Segal, Marcia Texler y Vasilikie P. Demos. Gender Panic, Gender Policy. Emerald Publishing Limited, 2017.

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31

Demos, Vasilikie y Marcia Texler Segal. Gender Panic, Gender Policy. Emerald Publishing Limited, 2017.

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32

Gender born, gender made. The Experiment, 2011.

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33

Demos, Vasilikie y Marcia Texler Segal. Gender Panic, Gender Policy. Emerald Publishing Limited, 2017.

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34

Al-Ali, Nadje Sadig. Gender Writing / Writing Gender. American University in Cairo Press, 1994.

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35

Gender and Gender Roles. United States: Keirsten E. Snover, 2020. http://dx.doi.org/10.4135/9781529696769.

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36

Wickham, Ken N. The Other Genders : Androgyne, Genderqueer, Non-Binary Gender Variant: Intergender, Mixed Gender, Ambigender, Agender, Neutrois, Nullgender, Bigender, ... Self-Defined Gender, Unlabeled Gender. CreateSpace Independent Publishing Platform, 2011.

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37

Corbett, Greville G. Gender. Cambridge University Press, 2012.

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38

Meuser, Michael, Raewyn Connell y Ilse Lenz. Gender. Springer VS, 2013.

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39

Meuser, Michael, Raewyn Connell y Ilse Lenz. Gender. Springer Vieweg. in Springer Fachmedien Wiesbaden GmbH, 2013.

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40

Gillon, Carrie y Nicole Rosen. Gender. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198795339.003.0004.

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On the surface, and according to the literature, Michif makes use of two different gender systems: the French sex-based system contrasting masculine and feminine gender, and the Algonquian animacy-based system contrasting animate with inanimate gender (see Bakker 1997; Papen 2002; Strader 2015). This chapter explores the morphosyntax and semantics of the two gender systems, focusing on their productivity. This chapter shows that while the Algonquian-type animacy-based distinctions remain productive and active throughout the Michif grammar, the Romance sex-based distinctions are now relevant mostly semantically, and are only minimally grammatically active. The chapter argues that this asymmetry in patterning suggests that there is also an asymmetry in the contribution of each language to the Michif grammar, with Plains Cree being the stronger influence.
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41

Reese, Ellen, Stephanie D'Auria y Sandra Loughrin. Gender. Editado por Daniel Béland, Kimberly J. Morgan y Christopher Howard. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199838509.013.019.

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Reconceptualizing welfare-state regimes in terms of the interactions between markets, states, and gender and family relations, cross-national feminist scholarship reveals that the United States is relatively more "market-based" in its approach to both employment and care work than other wealthy democracies. Consequently female poverty, especially of lone mothers, is far higher in the United States compared to other wealthy democracies. Feminist scholarship also highlights the ways in which U.S. welfare programs are deeply gendered in terms of their underlying philosophies, recipient populations, and distribution of benefits. Feminist scholars have reconceptualized the origins and development of the U.S. welfare state in terms of a "two-track" system that has reinforced both gender and racial inequalities. Programs serving mostly men, such as veterans' benefits or unemployment insurance, provided relatively generous benefits and portrayed recipients as deserving. In contrast, programs serving mostly women, such as mothers' pensions, were relatively stingy, restrictive, and stigmatizing. At the beginning of the 20th century, reformers justified welfare for lone mothers in maternalist terms, emphasizing the value of full-time motherhood for child development. Support for maternalist welfare policies, although never strong, was further weakened as maternal employment grew and as more women of color and unwed mothers gained access to welfare. Since the late 1960s, efforts to reform the welfare system led to the expansion of federal welfare-to-work programs, which have largely tracked participants into low-wage jobs. Child-care subsidies also expanded in this period, but have remained relatively minimal and distributed in ways that reinforced class divisions among working families.
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42

Parsons, Sylvia y David Townsend. Gender. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195394016.013.0020.

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43

Pearson, Lori K. Gender. Editado por Joel D. S. Rasmussen, Judith Wolfe y Johannes Zachhuber. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198718406.013.23.

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This chapter explores gendered dimensions of theological categories in nineteenth-century Christian thought, primarily in Germany. By defining religion as feeling, symbolized in feminine terms, theologians in this period embraced relationality and dependence as ideals for human life. By viewing the family as a model of religious community and a site for the adjudication and cultivation of political values, intellectuals sought alternatives to modern ‘fragmentation’ and processes of alienation and rationalization. Among feminist thinkers, debates over marriage and women’s emancipation raised new questions about the promises and failures of modernization and secularization. Paying attention to these gendered inflections in nineteenth-century Christian thought helps produce a more complicated story about its central features and concerns—one that highlights the value placed not simply on individualism, autonomy, and relativism (as the dominant scholarly paradigm often suggests), but also on relationality, dependence, and the authority and value of religious tradition for modern life.
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44

Hardwick, Julie. Gender. Editado por William Doyle. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199291205.013.0011.

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The historiography of gender in the Ancien Régime has explored two sets of interrelated issues. One is the question of the changing nature of men's and women's experiences and the ways in which they related to each other. Another is the way in which gender had an integral role in shifting cultural, political, and—explored to a much lesser extent this far—economic patterns. In both cases, historians have debated whether gender hierarchy intensified and women's opportunities became more constrained, whether changing patterns reformulated gendered expectations but not in a way that a “better or worse” paradigm is appropriate, or whether new forms of gender relations created new opportunities. In the Ancien Régime, gender made a difference: for all social ranks whether peasants, artisans, or nobles, for economic matters as market practices intensified and a consumer revolution ushered in new fashions for Parisians and peasants alike, for cultural processes as traditional categories were problematized and new possibilities were debated, and for political debates as novel forms of politics as well as innovative ideas about sovereignty and authority emerged.
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45

Orloff, Ann Shola. Gender. Oxford University Press, 2010. http://dx.doi.org/10.1093/oxfordhb/9780199579396.003.0017.

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46

Fawkner, Helen J. Gender. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199580521.013.0016.

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47

Hiscock, Andrew. Gender. Oxford University Press, 2011. http://dx.doi.org/10.1093/oxfordhb/9780199566105.013.0013.

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48

Williams, S. C. Gender. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199683710.003.0020.

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Ministerial training throughout the nineteenth century was dogged by persistent uncertainties about what Dissenters wanted ministers to do: were they to be preachers or scholars, settled pastors or roving missionaries? Sects and denominations such as the Baptists and Congregationalists invested heavily in the professionalization of ministry, founding, building, and expanding ministerial training colleges whose pompous architecture often expressed their cultural ambitions. That was especially true for the Methodists who had often been wary of a learned ministry, while Presbyterians who had always nursed such a status built an impressive international network of colleges, centred on Princeton Seminary. Among both Methodists and Presbyterians, such institution building could be both bedevilled and eventually stimulated by secessions. Colleges were heavily implicated not just in the supply of domestic ministers but also in foreign mission. Even exceptions to this pattern such as the Quakers who claimed not to have dedicated ministers were tacitly professionalizing training by the end of the century. However, the investment in institutions did not prevent protracted disputes over how academic their training should be. Many very successful Dissenting entrepreneurs, such as Charles Haddon Spurgeon, Thomas Champness, William Booth, and Adoniram Judson Gordon, offered unpretentious vocational training, while in colonies such as Australia there were complaints from Congregationalists and others that the colleges were too high-flying for their requirements. The need to offer a liberal education, which came to include science, as well as systematic theological instruction put strain on the resources of the colleges, a strain that many resolved by farming out the former to secular universities. Many of the controversies generated by theological change among Dissenters centred on colleges because they were disputes about the teaching of biblical criticism and how to resolve the tension between free inquiry and the responsibilities of tutors and students to the wider denomination. Colleges were ill-equipped to accommodate theological change because their heads insisted that theology was a static discipline, central to which was the simple exegesis of Scripture. That generated tensions with their students and caused numerous teachers to be edged out of colleges for heresy, most notoriously Samuel Davidson from Lancashire Independent College and William Robertson Smith from the Aberdeen Free Church College. Nevertheless, even conservatives such as Moses Stuart at Andover had emphasized the importance of keeping one’s exegetical tools up to date, and it became progressively easier in most denominations for college teachers to enjoy intellectual liberty, much as Unitarians had always done. Yet the victory of free inquiry was never complete and pyrrhic in any event as from the end of the century the colleges could not arrest a slow decline in the morale and prospects of Dissenting ministers.
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49

Brannon, Linda. Gender. Psychology Press, 2015. http://dx.doi.org/10.4324/9781315664118.

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50

Clarke, Liz y A. Lawson. Gender. Collins Educational, 1985.

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