Relevant bibliographies by topics / Feminist post-structuralism

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Academic literature on the topic 'Feminist post-structuralism'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Feminist post-structuralism"

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

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

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

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This article identifies a misfit between transnational feminist networks observed at the World Social Forum and the extant scholarship on transnational feminism. The conceptual divide is posited as one between transnational feminism understood, on the one hand, as a normative discourse involving a particular analytic and methodological approach in feminist knowledge production and, on the other, as an empirical referent to feminist cross-border organising. The author proposes that the US-based and Anglophone character of the scholarship, its post-structuralist and post-colonial genealogies and
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Ropers-Huilman, Becky. "Feminist Post-Structuralism in Higher Education: Opportunities for Transforming Teaching and Learning." Organization 8, no. 2 (May 2001): 388–95. http://dx.doi.org/10.1177/1350508401082023.

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

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Since the 1980s, feminism and post-colonialism began to exchange and dialogue, forming a new interpretation space, that is, post-colonial feminist cultural theory. There is a very complicated relationship between post-colonialism and feminism, both in practice and theory. It was obvious that they have always been consistent as both cultural theories focus on the marginalization of the "other" that is marginalized by the ruling structure, consciously defending their interests. Post-structuralism is used to deny the common foundation of patriarchy and colonialism—the thinking mode of binary oppo
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Lisowska, Katarzyna. "W jaki sposób metafory wyrażają literaturoznawczy światopogląd? Analiza wybranych tekstów teoretyczno- i krytycznoliterackich." Prace Literackie 58 (April 28, 2020): 349–67. http://dx.doi.org/10.19195/0079-4767.58.29.

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

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Cultural studies is a diversity knowledge from different variety of perspectives, through the production of theory trying to intervene in political culture. Cultural studies explores culture as a practice purport in the context of social force. In this case, cultural studies is not only based on one point only, but also cultural studies tries to compose a variety of theoretical studies of other disciplines developed wider, so that covers a wide range of academic theories that already existed, including Marxism, Structuralism, Post-structuralism, and feminism. By eclectic method, cultural studi
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Talebian, Nima, and Turkan Ulusu Uraz. "The Post-Phenomenology of Place: Moving Forward from Phenomenological to Post-Structural Readings of Place." Open House International 43, no. 2 (June 1, 2018): 13–21. http://dx.doi.org/10.1108/ohi-02-2018-b0003.

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

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

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

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

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Based on my research aim of covering a gap in the literature on corporate gender equality standards, I research the effects and limits of corporate gender equality standards through a feminist poststructuralist perspective using the case study of the EDGE standard. Based on a qualitative research design, I build an analytical framework on Carol Bacchi’s ‘What’s the Problem Represented to be’ (WPR) approach to analyze the material in form of the five assessment areas of the EDGE standard. Based on the feminist post-structuralist perspective, my analysis showcases that the EDGE standard as a gov
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Söderberg, Forslund Monica. "Slaget om femininiteten : Skolledarskap som könsskapande praktik." Doctoral thesis, Stockholms universitet, Pedagogiska institutionen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-30761.

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The aim of the dissertation is to highlight how different ideas about gender and gender discourses have created varying conditions for the formation of school leadership in different eras. The empirical material consists of historically documented material in a text-based study and interview material comprising interviews with a total of 18 comprehensive school principals from two interview studies. The period covered by the material is 1830–2006. The theoretical point of departure is post-structural theory formation, where Joan W. Scott’s and Judith Butler’s theoretical line of reasoning cons
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Loord, Lisa. ""De där två hade verkligen en sexuell läggning!" : om heteronormativitet i förskolan." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27953.

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

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The subject of this study is gender norms in the preschool and children who oppose those norms. The aim is to investigate how the discourses are linked with the way in which preschool teachers and teaching assistants talk about children’s gender identity. This study is founded in feminist post-structuralist discourse analysis, which was a basis for the interpretation of the results. My research questions are: • How do educators express themselves concerning gender norms? • What do educators need to work with a gender critical agenda? • How do the educators describe their work concerning gender
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Franzén, Karin. "”Is i magen och ett varmt hjärta” : Konstruktionen av skolledarskap i ett könsperspektiv." Doctoral thesis, Umeå University, Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-901.

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<p>The aim of this thesis is to investigate the discursive construction of school leadership in a gender perspective and the meanings attached to school leadership. Theoretically, I draw on discourse analysis, and feminist poststructuralist theories have been my source of inspiration. Discourse, subjectivity, subject positions and power are key concepts applied to the analysis of the data. Four male and four female school leaders representing eight primary and secondary schools were interviewed. Furthermore, interviews were carried out with two teachers at each of these schools: in total nine
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Barrington, Jane. "Shapeshifting prostitution and the problem of harm : a discourse analysis of media reportage of prostitution law reform in New Zealand in 2003 : a thesis submitted to AUT University New Zealand in partial fulfilment of the requirements for the degree of Master of Health Science, 2008." Click here to access this resource online, 2008. http://hdl.handle.net/10292/471.

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Interpersonal violence and abuse in New Zealand is so widespread it is considered a normative experience. Mental health nurses witnessing the inscribed effects of abuse on service users are lead to consider whether we are dealing with a breakdown of the mind or a breakdown in social or cultural connection (Stuhlmiller, 2003). The purpose of this research is to examine the cultural context which makes violence and abuse against women and children possible. In 2003, the public debate on prostitution law reform promised to open a space in which discourses on sexuality and violence, practices usua
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Celestrin, Yannel. "Re-Imagining the Victorian Classics: Postcolonial Feminist Rewritings of Emily Brontë." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3665.

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ABSTRACT OF THE THESIS RE-IMAGINING THE VICTORIAN CLASSICS: POSTCOLONIAL FEMINIST REWRITINGS OF EMILY BRONTË by Yannel M. Celestrin Florida International University, 2018 Miami, Florida Professor Martha Schoolman, Major Professor Through a post-structural lens, I will focus on the Caribbean, specifically Cuba, Guadeloupe, Marie-Galante, and Roseau, and how the history of colonialism impacted these islands. As the primary text of my thesis begins during the Cuban War of Independence of the 1890s, I will use this timeframe as the starting point of my analysis. In my thesis, I will compare Emily
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Ljungberg, Sofia. "Fantasifull utflykt med skilda perspektiv : En studie om genus, normbrytning och stereotyper i bilderboken Se upp för krokodilen! (2013)." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-38187.

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Studien undersöker hur könsroller gestaltas ur ett genusperspektiv i bilderboken Se upp för krokodilen! (Moroni &amp; Eriksson, 2013). Syftet är att få djupare kunskaper om hur dessa skildringar speglar målen i läroplanen för förskolan om att motverka traditionella könsnormer och främja jämställdhet och likabehandling mellan könen. Forskare menar att bilderboken är ett användbart och didaktiskt verktyg för att fånga barns intressen och påverka deras tankegångar. Tidigare forskning (Kåreland, 2005) visar att könsstereotypa föreställningar lever kvar i en stor del av utbudet av barnböcker. I stu
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Linghede, Eva. "Har passionen för hästar ett kön? : att göras och göra sig till ridsportkille." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-2911.

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Syfte och frågeställningar: Det övergripande syftet handlar om att undersöka hur villkoren för killars och mäns deltagande i ridsportverksamheter gestaltas i berättelser om ridsport. Annorlunda uttryckt är jag intresserad av hur kön konstrueras, eller ”görs”, i killars och mäns ridsportberättelser. Centrala frågeställningar är: Hur hanteras killarnas och männens könsgränsöverskridande i berättelserna? Vilka normer och föreställningar kring kön och sexualitet blir synliga i berättelserna? Hur positionerar sig killarna och männen i förhållande till rådande köns- och sexualitetsnormer? Metodologi
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Lundström, Agneta. "Lärare och konflikthantering : En undersökande studie ur ett könsperspektiv." Licentiate thesis, Umeå University, Department of Child and Youth education, Special Education and Counselling, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-10004.

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<p>This dissertation explores ten teachers´ approaches to managing conflicts with/between pupils. The relevance of gender is analysed according to the strategies and representations chosen by the teachers. The methods used for data collection include ´rounds´, role-plays and ongoing reflexivity, mainly in single-sex groups. Three main strategies were identified in managing conflicts with/between pupils: challenging, confirming and physically touching. The strategy of challenging reveals that teachers have high expectations of how competent pupils ought to be. It is no longer enough to be compe
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Books on the topic "Feminist post-structuralism"

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

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

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

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

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

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

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

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

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

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This chapter looks at Hegel’s impact on twentieth-century French philosophy by focusing on Kojève’s influential interpretation of Hegel, which enabled Beauvoir and Fanon to adapt Hegel’s philosophy to theorize gender and racial inequalities. Kojève took the struggle for recognition and the master/slave dialectic to be the central elements of Hegel’s thought. On this basis, Beauvoir and Fanon came to understand gender and racial oppression in terms of distortions in human relations of recognition. They argue that women (for Beauvoir) and black people (for Fanon) have been excluded from full par
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Malson, Helen. The Thin Woman: Feminism, Post-Structuralism and the Social Psychology of Anorexia Nervosa (Women and Psychology). Routledge, 1997.

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Book chapters on the topic "Feminist post-structuralism"

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

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

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

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

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

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

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

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

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

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

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