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Albrechtsen, Lisette Frandsen. "The effects and limits of corporate gender equality standards : A feminist post-structuralist perspective". Thesis, Linköpings universitet, Tema Genus, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-162403.
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.
Hohendorf, Martin, i Daniele Alessandra Pucci. "Discourse of Gender : How language creates reality". Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34623.
Pełny tekst źródłaEngfors, Maria. "Kluven solidaritet? : Att formulera feministisk politik inom socialdemokratins ramar". Thesis, Linköping University, Department of Social and Welfare Studies, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-10389.
Pełny tekst źródłaThis thesis focuses on politically active women within The Swedish Social Democratic Women’s Association, also known as S-women. By applying discourse analysis to interviews with active s-women and to meeting conversations between the association’s members, the study approaches ideas of feminism, feminist politics and political commitment. “Solidarity” – the central concept of the labour movement – serves as the point of departure for a feminist discussion about class, gender, ethnicity and age/generation. Political inclusion and exclusion are other keywords when the power relations within feminism in general and this women’s association in particular are examined. The theoretical framework of the thesis covers post-structuralist feminism, intersectionality and discourse psychology.
Limond, Kate Elizabeth. "Authorship and strategies of representation in the fiction of A.S. Byatt". Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/30175.
Pełny tekst źródłaPlötz, Andy. "Queer Politics". Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-220805.
Pełny tekst źródłaPlötz, Andy. "Queer Politics". Universität Leipzig, 2014. https://ul.qucosa.de/id/qucosa%3A15417.
Pełny tekst źródłaTaylor, Ann. "Childbirth practice and feminist theory:re-imagining birth in an Australian public hospital". 2003. http://hdl.handle.net/1959.13/41751.
Pełny tekst źródłaThe thesis involves a re-examination of feminist views of the childbearing body from a post-structuralist perspective and applies these theoretical ideas to an empirical investigation into contemporary childbirth and midwifery. Critiques of medicalised childbirth developed in Australia, Britain and the USA in the 1970s are related to debates within feminism about appropriate ways to theorise motherhood and the female body as well as to understand the role played by midwives and doctors in childbirth. It is argued these critiques were the product of three strands of feminism that differed in their analysis of gender politics, their philosophy of knowledge and their understanding of power. The three critiques are also related to differences between the USA, Britain and Australia in respect of their medical system, ways in which the history of childbirth practices are viewed and differences between the professional roles of midwives. It is argued that these critiques need to be modified by more recent post-structuralist feminist approaches, particularly the way in which bodies are shaped by language and power is related to the distribution of knowledge The empirical study concentrates on a maternity unit in a regional town in New South Wales. The unit was studied through repeat interviews with mothers attending the hospital for the birth of their second or a later child, interviews with the midwives and doctors working in the unit and observations over several months. Childbirth is re-imagined as a drama and found to be an intense embodied experience shaped in turn by the practices of the hospital and the changing boundaries between medicine and midwifery, relationships of the women with the staff and the women’s own diversity. This approach to the analysis of the interview data demonstrates the limitations of the liberal feminist critique that there is insufficient rational and ‘scientific’ evaluation of childbirth practices, the radical feminist critique that the key issue is men’s domination of women’s bodies and the materialist feminist critique of the lack of fairness and support given to childbearing women, while showing how these discourses continue to circulate in debates over the management of childbirth.
Nunn, Neil. "Gender, empowerment, and hegemonic masculinity: analyzing social relations among cooperative recyclers in São Paulo, Brazil". Thesis, 2011. http://hdl.handle.net/1828/3280.
Pełny tekst źródłaGraduate
Seeley, Terri-Lee. "A feminist post structural analysis of trauma informed care policies in BC". Thesis, 2021. http://hdl.handle.net/1828/13398.
Pełny tekst źródłaGraduate
2022-08-25
Weeden, Sara Ashleigh. "Mobilizing critical feminist engagement with New Public Management". Thesis, 2010. http://hdl.handle.net/1828/3152.
Pełny tekst źródłaBrink, Anna Margaretha. ""Lighting his way home" : pastoral conversations with a missing child's mother". Diss., 2003. http://hdl.handle.net/10500/987.
Pełny tekst źródłaPractical Theology
M.Th.
Steyn, Lynette. "Empowering young people through narrative". Diss., 2001. http://hdl.handle.net/10500/16119.
Pełny tekst źródłaPhilosophy, Practical & Systematic Theology
M. Th. (Practical Theology (Pastoral Therapy))
Turgeon, André. "La formation du sujet dans la philosophie féministe de Judith Butler". Thèse, 2014. http://hdl.handle.net/1866/12495.
Pełny tekst źródłaIn Gender Trouble, Judith Butler challenges feminism as identity politics, which, according to her, would produce a new set of potential exclusions, based on the category “woman”. I will not dispute how she articulates that sexuality gives sense to gender, which produces sex. My interest lies in how Butler understands the process of becoming a subject for an individual, and how people tend to belong to a collective identity, via gender performativity. She states that gender is an act and identity a form of practice. I will explain how she understands that human beings are constituted by their acts and criticize, according to two feminist authors, her conception of gender. I will conclude that Butler has to admit that some kind of feminine identity is necessary to feminism, even when we consider her plea for the inclusion of individuals sexually marginalized.
Burianová, Petra. "'Gender na pozadí historie, historie ve světle genderu: fikce Jeanette Winterson a Ali Smith'". Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-345027.
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