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Artykuły w czasopismach na temat "Feminist post-structuralism"
HALL, CATHERINE. "Politics, Post-structuralism and Feminist History". Gender & History 3, nr 2 (czerwiec 1991): 204–10. http://dx.doi.org/10.1111/j.1468-0424.1991.tb00125.x.
Pełny tekst źródłaAlcoff, Linda. "Cultural Feminism versus Post-Structuralism: The Identity Crisis in Feminist Theory". Signs: Journal of Women in Culture and Society 13, nr 3 (kwiecień 1988): 405–36. http://dx.doi.org/10.1086/494426.
Pełny tekst źródłaConway, Janet M. "Troubling transnational feminism(s): Theorising activist praxis". Feminist Theory 18, nr 2 (31.03.2017): 205–27. http://dx.doi.org/10.1177/1464700117700536.
Pełny tekst źródłaRopers-Huilman, Becky. "Feminist Post-Structuralism in Higher Education: Opportunities for Transforming Teaching and Learning". Organization 8, nr 2 (maj 2001): 388–95. http://dx.doi.org/10.1177/1350508401082023.
Pełny tekst źródłaRiyal, A. L. M. "Post-colonialism and Feminism". Asian Social Science 15, nr 11 (24.10.2019): 83. http://dx.doi.org/10.5539/ass.v15n11p83.
Pełny tekst źródłaLisowska, Katarzyna. "W jaki sposób metafory wyrażają literaturoznawczy światopogląd? Analiza wybranych tekstów teoretyczno- i krytycznoliterackich." Prace Literackie 58 (28.04.2020): 349–67. http://dx.doi.org/10.19195/0079-4767.58.29.
Pełny tekst źródłaLuzar, Laura Christina, i Monica Monica. "Penerapan Cultural Studies dan Aliran Filsafat dalam Desain Komunikasi Visual". Humaniora 5, nr 2 (30.10.2014): 1295. http://dx.doi.org/10.21512/humaniora.v5i2.3272.
Pełny tekst źródłaTalebian, Nima, i Turkan Ulusu Uraz. "The Post-Phenomenology of Place: Moving Forward from Phenomenological to Post-Structural Readings of Place". Open House International 43, nr 2 (1.06.2018): 13–21. http://dx.doi.org/10.1108/ohi-02-2018-b0003.
Pełny tekst źródłaKenway, Jane, Sue Willis, Jill Blackmore i Leonie Rennie. "Making ‘Hope Practical’ Rather than ‘Despair Convincing’: feminist post‐structuralism, gender reform and educational change". British Journal of Sociology of Education 15, nr 2 (styczeń 1994): 187–210. http://dx.doi.org/10.1080/0142569940150203.
Pełny tekst źródłaWalton, Chris. "Gender and aboriginality". Language and Gender in the Australian Context 10 (1.01.1993): 86–128. http://dx.doi.org/10.1075/aralss.10.05wal.
Pełny tekst źródłaRozprawy doktorskie na temat "Feminist post-structuralism"
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.
Pełny tekst źródłaJeg 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.
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.
Pełny tekst źródłaLoord, 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.
Pełny tekst źródłaJönsson, 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.
Pełny tekst źródłaFranzén, 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.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaCelestrin, Yannel. "Re-Imagining the Victorian Classics: Postcolonial Feminist Rewritings of Emily Brontë". FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3665.
Pełny tekst źródłaLjungberg, 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.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaAim: 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.
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.
Pełny tekst źródłaThis 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.
Książki na temat "Feminist post-structuralism"
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.
Znajdź pełny tekst źródłaLechte, John. Fifty key contemporary thinkers: From structuralism to post-humanism. Wyd. 2. London: Routledge, 2008.
Znajdź pełny tekst źródłaFardon, Jill Vera Veley, i 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.
Znajdź pełny tekst źródłaThe thin woman: Feminism, post-structuralism, and the social psychology of anorexia nervosa. New York: Routledge, 1998.
Znajdź pełny tekst źródłaFardon, Jill. Feminist Post-structuralism, Critical Media Education and School History Sources: A South African Experience of Deconstruction and Reconstitution. Redaktor Sonja Schoeman. Common Ground Research Networks, 2015. http://dx.doi.org/10.18848/978-1-61229-790-3/cgp.
Pełny tekst źródłaPettigrew, Andrew. Discourse & Differene: Post-Structuralism, Feminism & the Monent of History. Monash Asia Inst, 2000.
Znajdź pełny tekst źródłaDiscourse and difference: Post-structuralism, feminism, and the moment of history. Clayton, Vic., Australia: Centre for General and Comparative Literature, Monash University, 1990.
Znajdź pełny tekst źródłaBrodribb, Somer. Nothing matters: A critique of post-structuralism's epistemology. 1988.
Znajdź pełny tekst źródłaStone, Alison. Hegel and Twentieth-Century French Philosophy. Redaktor Dean Moyar. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199355228.013.33.
Pełny tekst źródłaMalson, Helen. The Thin Woman: Feminism, Post-Structuralism and the Social Psychology of Anorexia Nervosa (Women and Psychology). Routledge, 1997.
Znajdź pełny tekst źródłaCzęści książek na temat "Feminist post-structuralism"
Simmons, Helen. "Feminist Post-structuralism as a Worldview". W Surveillance of Modern Motherhood, 19–32. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45363-3_2.
Pełny tekst źródłaAlcoff, Linda Martín. "Phenomenology, Post-structuralism, and Feminist Theory on the Concept of Experience". W Feminist Phenomenology, 39–56. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-015-9488-2_3.
Pełny tekst źródłaHappel-Parkins, Alison. "Performances of Pronouns: Using Feminist Post-structuralism to Explore the Social Construction of Gender". W 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.
Pełny tekst źródłaGreaney, Michael. "Feminism versus Post-structuralism". W Contemporary Fiction and the Uses of Theory, 99–122. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230208070_7.
Pełny tekst źródłaWalsh, Steve, Anne O'Keeffe i 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". W Studies in Corpus Linguistics, 9–29. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/scl.31.03wal.
Pełny tekst źródła"the Subject of Post-structuralism: a Reply to Alison Jones". W Feminist Critique of Education, 104–18. Routledge, 2005. http://dx.doi.org/10.4324/9780203015100-14.
Pełny tekst źródłaAlcoff, Linda. "CHAPTER TWO Cultural Feminism versus Post-Structuralism: The Identity Crisis in Feminist Theory". W Culture/Power/History, 96–122. Princeton University Press, 1994. http://dx.doi.org/10.1515/9780691228006-005.
Pełny tekst źródłaOsgood, Jayne, i 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". W Feminists Researching Gendered Childhoods. Bloomsbury Academic, 2019. http://dx.doi.org/10.5040/9781474285810.ch-001.
Pełny tekst źródłaLauter, Paul. "Canon Theory and Emergent Practice". W Canons and Contexts. Oxford University Press, 1991. http://dx.doi.org/10.1093/oso/9780195055931.003.0012.
Pełny tekst źródłaALCOFF, LINDA. "Cultural Feminism versus Post-Structuralism:". W Culture/Power/History, 96–122. Princeton University Press, 2021. http://dx.doi.org/10.2307/j.ctv1ddd17k.7.
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