Man kan både sitta bredbent och med benen i kors : En kvalitativ studie om hur genusvetare praktiserar genuskunskap

There is an awareness of the importance of gender equality in most western societies, both at the political level and in everyday life. In academia, for instance, gender is nowadays a scientific field which indicates that there is a lot of knowledge about the subject. What we do not have much knowledge about is whether gender knowledge leads to changes in gender relations in practice. The aim of this study is to explore how gender scholars relate to using – practicing – gender knowledge. Key issues in this study are how gender scholars construct gender, how they practice gender theoretical knowledge, and their reflections of gender boundaries.             Theoretically, this study is mainly based on Sara Ahmed’s perspective on gender. The main finding of the study is that despite gender knowledge gender scholars tend to reproduce traditional gender orders. By identifying concepts such as reflected and unreflected masculinity/femininity, different ideals of masculinity/femininity are made visible. There seems to be an ideal among gender scholars to practice their gender knowledge. This ideal is practiced among “gender scholar women” by doing reflected masculinity and reflected femininity. Among “gender scholar men”, however, the ideal to practice gender knowledge by doing unreflected masculinity and reflected femininity seems to be a taboo at the same time. For men, it seems important to mark a distance to a certain type of femininity and to maintain the heterosexual – straight – line. For women, it seems desirable both to distance themselves from a certain type of masculinity and femininity and thereby follow alternative – queer – lines.

Könsdiskriminering i svenska annonser : Skillnader och likheter i friade och fällda fall anmälda hos Reklamombudsmannen

Sexism och könsdiskriminering är ämnen som idag exponeras mycket i media. De tar stor plats och bäddar för diskussion både i sociala medier och i verkligheten. Beträffande könsdiskriminering i reklam är det oftast fall där kvinnor är utsatta för stereotypisk porträttering och objektifiering som leder till en offentlig debatt, men de senaste åren har visat på att liknande fall för män ökar. Denna kvalitativa studie har som syfte att undersöka och kartlägga utförandet av könsdiskriminering i svenska annonser i en visuell innehållsanalys, för att sedan jämföra vad som särskiljer friade och fällda fall. Reklamombudsmannens kriterier för könsdiskriminerande reklam ligger till grund för bedömande av material, samt definiering av analysens kategorier. I både friade och fällda fall visade sig bildens utformning och de porträtterade personerna vara av högsta relevans och motiv för att anmäla eller döma en annons för könsdiskriminering. Resultatet visade på att förekomsten av objektifierande reklam uppmärksammas och fälls mer än schabloniserande reklam, samt att annonser som visade större exponering av hud inte nödvändigtvis var den som fälldes mest då flera av fallen visade en tydlig koppling till den marknadsförda produkten.

How initial vocational education and training (IVET) teachers in Sweden perceive their prospects of being able to prepare upper secondary school pupils for a future occupation

Vocational teachers in Swedish upper secondary schools are a heterogeneous category of teachers, connected to different types of trade. These teachers represent a broad set of trade skills varying in content and character. In their teacher role, they continue to wear the clothes, speak the language, share the culture and remain mentally in their former professions. Still, it is central that they keep up this contact to be able to school the pupils into the environment of the trade in question, but also to help them to understand what skills a profession demands. However, the individual teacher also has to distance himself from the negative elements in the culture of the profession: patterns and habits that, for various reasons, have to be broken or changed. This paper draws attention to the ways in which a group of vocational teachers, who were participants in a project that aimed to train unauthorized vocational teachers, expressed their ambitions to prepare the pupils for a future professional career. When collecting information, we used the degree dissertations they produced and discussed in seminars, and informal dialogues. The result shows that it is important that the instruction location resembles a real working site as far as possible. These places are more or less realistic copies of a garage, a restaurant kitchen, a hairdressing salon, and so on, in order to give the pupils a realistic setting for instruction. However, the fact that these simulated workplaces lack the necessary support functions that exist in a company creates problems, problems which make a lot of extra work for the teachers. Vocational teachers also have to instruct the pupil in the experienced practitioner’s professional skills and working situation, but the pupil herself/himself must learn the job by doing it in practice. Some vocational upper secondary programs lack relevant course literature and the businesses give little support. This also makes extra work for the teachers. Moreover, the distance between the vocational programs and the trainee jobs was experienced as being difficult to overcome. One reason seems to be differences between businesses and differing preconditions between small and big companies’ abilities to take care of these pupils. The upper secondary school vocational programs also play a role in cementing existing gender roles, as well as perpetuating class-related patterns on the labour market.

How initial vocational education and training (IVET) teachers in Sweden perceive their prospects of being able to prepare upper secondary school pupils for a future occupation

Vocational teachers in Swedish upper secondary schools are a heterogeneous category of teachers, connected to different types of trade. These teachers represent a broad set of trade skills varying in content and character. In their teacher role, they continue to wear the clothes, speak the language, share the culture and remain mentally in their former professions. Still, it is central that they keep up this contact to be able to school the pupils into the environment of the trade in question, but also to help them to understand what skills a profession demands. However, the individual teacher also has to distance himself from the negative elements in the culture of the profession: patterns and habits that, for various reasons, have to be broken or changed. This paper draws attention to the ways in which a group of vocational teachers, who were participants in a project that aimed to train unauthorized vocational teachers, expressed their ambitions to prepare the pupils for a future professional career. When collecting information, we used the degree dissertations they produced and discussed in seminars, and informal dialogues. The result shows that it is important that the instruction location resembles a real working site as far as possible. These places are more or less realistic copies of a garage, a restaurant kitchen, a hairdressing salon, and so on, in order to give the pupils a realistic setting for instruction. However, the fact that these simulated workplaces lack the necessary support functions that exist in a company creates problems, problems which make a lot of extra work for the teachers. Vocational teachers also have to instruct the pupil in the experienced practitioner’s professional skills and working situation, but the pupil herself/himself must learn the job by doing it in practice. Some vocational upper secondary programs lack relevant course literature and the businesses give little support. This also makes extra work for the teachers. Moreover, the distance between the vocational programs and the trainee jobs was experienced as being difficult to overcome. One reason seems to be differences between businesses and differing preconditions between small and big companies’ abilities to take care of these pupils. The upper secondary school vocational programs also play a role in cementing existing gender roles, as well as perpetuating class-related patterns on the labour market.

Evaluation of the Cartographic Communication Performance of a Route Guidance and Navigation System

This study evaluates the influence of different cartographic representations of in-car navigation systems on visual demand, subjective preference, and navigational error. It takes into account the type and complexity of the representation, maneuvering complexity, road layout, and driver gender. A group of 28 drivers (14 male and 14 female) participated in this experiment which was performed in a low-cost driving simulator. The tests were performed on a limited number of instances for each type of representation, and their purpose was to carry out a preliminary assessment and provide future avenues for further studies. Data collected for the visual demand study were analyzed using non-parametric statistical analyses. Results confirmed previous research that showed that different levels of design complexity significantly influence visual demand. Non-grid-like road networks, for example, influence significantly visual demand and navigational error. An analysis of simple maneuvers on a grid-like road network showed that static and blinking arrows did not present significant differences. From the set of representations analyzed to assess visual demand, both arrows were equally efficient. From a gender perspective, women seem to took at the display more than men, but this factor was not significant. With respect to subjective preferences, drivers prefer representations with mimetic landmarks when they perform straight-ahead tasks. For maneuvering tasks, landmarks in a perspective model created higher visual demands.

Debates sobre educação feminina no século XIX: Nísia Floresta e Maria Amália Vaz de Carvalho

L'article discute la structure discoursive de deux oeuvres qui représentent des voix féminines en défense de l'éducation et du travail des femmes et qui ont eu quelque répercussion au Brésil au XIXe siècle : Opúsculo humanitário (1853), de la brésilienne Nísia Floresta (1809 ou 1810-1885), et Mulheres e crianças (1880), de la portugaise Maria Amália Vaz de Carvalho (1847-1921). Nous avons essayé d'identifier à qui les textes étaient adressés et comment ils justifiaient le droit d'auteur et l'érudition féminine à un moment où la traditionnelle interdiction du mot public et de la presse aux femmes commençait à être questionnée.

Informe de la Undécima Conferencia Regional sobre la Mujer de América Latina y el Caribe

Versión en inglés y portugués disponible en Biblioteca

Informe da Décima Primeira Conferência Regional sobre a Mulher da América Latina e do Caribe

Versión en español e inglés disponible en la Biblioteca

Quel genre d'État pour quel genre d'égalité?: XI Conferénce régionale sur les femmes de l'Amérique latine et les Caraibes: Brasilia, 13 al 16 juillet 2010

Le document Quel genre d'état pour quel genre d'égalité? analyse les progrès de l'égalité entre les sexes dans la région, 15 ans après l'Adoption du Programme d'action de Beijing, 10 ans après la formulation des objectifs du Millénaire pour le développement et 3 ans après l'Adoption du Consensus de Quito à la dixième Conférence régionale sur les femmes de l'Amérique latine et des Caraïbes qui s'est tenue en 2007. Il examine en outre les succès et les défis auxquels sont confrontés les gouvernements à la lumière de l'interaction entre l'état, le marché et les familles, en tant qu'institutions sociales construites sur la base de politiques, de lois, d'us et coutumes qui, ensemble, créent les conditions pour rénover ou perpétuer les hiérarchies sociales et de genre.

Quel genre d'État pour quel genre d'égalité?: XI Conferénce régionale sur les femmes de l'Amérique latine et les Caraibes: Brasilia, 13 al 16 juillet 2010. Synthese

Le document Quel genre d'État pour quel genre d'égalité? analyse les progrès de l'égalité entre les sexes dans la région, 15 ans après l'adoption du Programme d'action de Beijing, 10 ans après la formulation des objectifs du Millénaire pour le développement et 3 ans après l'adoption du Consensus de Quito à la dixième Conférence régionale sur les femmes de l'Amérique latine et des Caraïbes qui s'est tenue en 2007. Il examine en outre les succès et les défis auxquels sont confrontés les gouvernements à la lumière de l'interaction entre l'État, le marché et les familles, en tant qu'institutions sociales construites sur la base de politiques, de lois, d'us et coutumes qui, ensemble, créent les conditions pour rénover ou perpétuer les hiérarchies sociales et de genre.

¿Qué Estado para qué igualdad?: XI Conferencia Regional sobre la Mujer de América Latina y el Caribe: Brasilia, 13 al 16 de julio de 2010. Síntesis

En el documento ¿Qué Estado para qué igualdad? se analiza el progreso de la igualdad de género en la región tras 15 años de la aprobación de la Plataforma de Acción de Beijing, 10 años de la formulación de los Objetivos de Desarrollo del Mileno y 3 años de la adopción del Consenso de Quito en la décima Conferencia Regional sobre la Mujer de América Latina y el Caribe realizada en 2007. Se examinan además los logros y desafíos que enfrentan los gobiernos a la luz de la interacción entre el Estado, el mercado y las familias como instituciones sociales construidas a partir de políticas, leyes, usos y costumbres que, en conjunto, establecen las condiciones para renovar o perpetuar las jerarquías sociales y de género.

Que tipo de estado? que tipo de igualdade? XI Conferencia Regional sobre a Mulher da América Latina e do Caribe: Brasília, 13 a 16 de julho de 2010. Síntese

No documento Que tipo de Estado? Que tipo de igualdade? analisa-se o progresso da igualdade de gênero na Região depois de 15 anos da aprovação da Plataforma de Ação de Beijing, 10 anos da formulação dos Objetivos de Desenvolvimento do Milênio e 3 anos da adoção do Consenso de Quito, na décima Conferência Regional sobre a Mulher da América Latina e do Caribe realizada em 2007. Examinam-se, além disso, as conquistas e desafios que enfrentam os governos à luz da interação entre o Estado, o mercado e as famílias como instituições sociais construídas a partir de políticas, leis, usos e costumes que, em conjunto, estabelecem as condições para renovar ou perpetuar as hierarquias sociais e de gênero.

¿Qué Estado para qué igualdad?: XI Conferencia Regional sobre la Mujer de América Latina y el Caribe: Brasilia, 13 al 16 de julio de 2010

Este documento recoge contribuciones de las ministras y autoridades de los mecanismos para el adelanto de la mujer de América Latina y el Caribe, que definieron su contenido en la cuadragésima tercera reunión de la Mesa Directiva de la Conferencia Regional sobre la Mujer de América Latina y el Caribe (Puerto España, 7 y 8 de julio de 2009), y que enviaron documentos e información para su preparación y enriquecieron su versión final con aportes y debates en dos foros virtuales. En este informe se integran los avances del Observatorio de igualdad de género de América Latina y el Caribe y se da cuenta del trabajo realizado durante sus dos primeros años de funcionamiento, con énfasis en la autonomía económica de las mujeres.

The invisible face of child labour in Latin America and the Caribbean

Child labour has a gender bias related to the dominant stereotypes regarding gender roles. While out-of-home paid work is carried out predominantly by boys, girls bear the greater burden in unpaid domestic tasks, whether in their own homes or the homes of others. Boys are more exposed to the risks of being out on the street and find it more difficult to combine work and education. For girls it may be easier to reconcile the spheres of work and education, but they suffer costs that remain hidden and that reinforce their disadvantages throughout the life cycle. On the one hand, they are marked by the assumption that the burden of the care economy is entirely their responsibility, which determines future labour prospects. Indeed, even when girls show greater educational achievement, their occupational options are more limited. On the other hand, girls are exposed to risk within the household, where overexploitation, maltreatment and abuse are as frequent as they are unpunished.