Questões de gênero e sexualidade no currículo escolar

Os estudos para a realização desta dissertação estão contextualizados no campo epistemológico do currículo e pretenderam problematizar questões relativas a gênero e sexualidade no contexto da prática curricular, considerando a perspectiva de Elizabeth Macedo, que entende o currículo como espaço-tempo de fronteira e enunciação de sentidos. A pesquisa buscou problematizar os significados sobre sexualidade, gênero e identidades atribuídos às performances das/os alunas/os considerados rompentes da heteronormatividade, que revelam indícios de homofobia no cotidiano do segundo segmento do Ensino Fundamental de uma escola do município do Rio de Janeiro. As análises revelam que as produções discursivas de professoras/es, gestoras/es e alunas/os sobre as/os alunas/os que rompem com aquilo que se instituiu como a normatividade de gênero estão carregadas de significações culturais em disputa, sendo, portanto, instáveis e ambíguas. O silenciamento é considerado também neste texto como um elemento auxiliar de produções homofóbicas. Auxiliaram nestas análises os estudos culturais e a teoria do discurso de Ernesto Laclau e Chantal Mouffe. É importante, entretanto, frisar que práticas curriculares que atuam no campo do combate à homofobia na escola também foram observadas. O texto é também influenciado pelos estudos queer, e se propôs a questionar as concepções que tentam fixar identidades sexuais e de gênero. Esse questionamento leva em consideração que as identidades estão em constante processo de fluidez. Essa reflexão foi aprofundada a partir dos estudos de Judith Butler e Guacira Lopes Louro, além de outros representantes da Teoria Queer, em interlocução com o campo do currículo. Este estudo pretendeu demonstrar que as diferenças de gênero e sexualidade não devem ficar limitadas a esquemas binários operados a partir de oposições dicotômicas fixas. Os sentidos produzidos a partir das diferenças devem ser entendidos enquanto movimentos provisórios de identificação. São processos contingentes produzindo identificações provisórias. Entendendo que há uma necessidade ampliar estudos no que concerne às questões de gênero e sexualidade, esta pesquisa aponta para a perspectiva pós-identitária como ação efetiva no combate à homofobia.

Le cyberpunk vernaculaire de l’Amérique latine : dystopies, virtualités et résistances

Héritière de la tradition fantastique borgésienne, imprégnée d’une réalité composée de mythes précolombiens et des résidus industriels de la modernité, et développée à l’ère de la mondialisation, du post-modernisme, des jeux vidéos, du cinéma numérique et d’animation, la tendance cyberpunk latino-américaine est cultivée du Mexique jusqu’en Argentine, en passant par Cuba et d’autres pays souvent méconnus dans le monde de la science-fiction comme le Paraguay et la Bolivie. Pressenti dans les œuvres de certains écrivains canoniques comme Ricardo Piglia, Carmen Boullosa ou Edmundo Paz-Soldán, le cyberpunk se manifeste avec force dans l’écriture de jeunes artistes interdisciplinaires et de collaborateurs assidus des fanzines. Cette adaptation du sous-genre dans un continent où la référence reste encore le réel merveilleux et le réalisme magique, malgré l’apport des générations plus récentes comme celle de « McOndo » ou celle du « Crack », essaie d’élaborer une série de réponses aux questions issues de la conjoncture historique et artistique dans laquelle nous vivons : comment situer l’identité latino-américaine dans la nouvelle cartographie culturelle mondiale à travers une littérature qui cherche à se renouveler par rapport au canon littéraire et à la marginalité de son propre genre? Quelles sont les stratégies d’assimilation et de résistance qu’adoptent des jeunes auteurs latino-américains devant le cyberpunk anglo-américain littéraire et cinématographique? Peut-on parler d’un impact esthétique et philosophique du cyberpunk sur la culture latino-américaine, perçue habituellement comme une consommatrice passive de ces produits culturels et non comme une productrice? Ce travail cherche à parcourir l’ensemble de ces questions à partir d’une réflexion sur les principaux dispositifs constitutifs du cyberpunk – la dystopie et la virtualité – dans les discours (post)identitaires en Amérique Latine. Représentation presque mimétique de l’espace socioculturel et historique latino-américain à travers la violence et la répression politique, militaire, ethnique ou sexuelle, la dystopie est un moyen d’articuler certaines figures spatiales aux mythes nationaux et à la politique identitaire dans le contexte de la mondialisation. Cette dernière réalité socioculturelle, ainsi que l’idéologie esthétique que véhicule celle-ci à travers le cyberpunk, crée un conflit avec ces discours identitaires nationaux, conflit qui est accentué ou dissous par la représentation de la réalité virtuelle. La réalité virtuelle, comprise ici comme la direction que le récit prend pour défaire ou consolider la figure dystopique, mène à réfléchir également sur les enjeux de la (post)identité. Penser à une (post)identité (en gardant bien à l’esprit cette parenthèse) à travers le cyberpunk signifie poser une question sur la résistance au passé identitaire des mythes nationaux, au présent de la mondialisation culturelle, et aux discours post-humanistes qui semblent marquer le futur. À l’appui de travaux sur la dystopie et la réalité virtuelle dans le cyberpunk anglo-américain, ainsi que des études culturelles latino-américaines, je parcourrai un corpus composé des romans écrits entre 1990 et 2005. Ce corpus comprendra La Primera Calle de la Soledad (1993) de Gerardo Horacio Porcayo, Santa Clara Poltergeist (1991) de Fausto Fawcett, Ygdrasil (2005) de Jorge Baradit, et les films argentins No muera sin decirme adónde vas (1992) d’Eliseo Subiela et La sonámbula (1998) de Fernando Spiner. Dans ces oeuvres, la dystopie se configure aux possibilités narratives de la virtualité et traverse des thématiques identitaires comme les mythes sexuels et nationaux, la mémoire et le traumatisme ainsi que les projets utopiques des minorités.

Playing with history: negotiating subjectivity in contemporary lens based work

Contemporary artists exploring Jewish identity in the UK are caught between two exclusions, broadly speaking: an art community that that sees itself as ‘post –identity’ and a ‘black’ art scene that revolves around the organizations that emerged out of the Identity debates of the 1980s and 1990s, namely Iniva, Third Text, Autograph. These organizations and those debates, don’t usually include Jewish identity within their remit as Jewish artists are considered to be well represented in the British art scene and, in any case, white. Out of these assumptions, questions arise in relation to the position of Jews in Britain and what is at stake for an artist in exploring Jewish Identity in their work. There is considerable scholarship, relatively speaking on art and Jewish Identity in the US (such as Lisa Bloom; Norman Kleeblatt; Catherine Sousslouf), which inform the debates on visual culture and Jews. In this chapter, I will be drawing out some of the distinctions between the US and the UK debates within my analysis, building on my own writing over the last ten years as well as the work of Juliet Steyn, Jon Stratton and Griselda Pollock. In short, this chapter aims to explore the problematic of what Jewish Identity can offer the viewer as art; what place such art inhabits within a wider artistic context and how, if at all, it is received. There is a predominance of lens based work that explores Identity arising out of the provenance of feminist practices and the politics of documentary that will be important in the framing of the work. I do not aim to consider what constitutes a Jewish artist, that has been done elsewhere and is an inadequate and somewhat spurious conversation . I will also not be focusing on artists whose intention is to celebrate an unproblematised Jewishness (however that is constituted in any given work). Recent artworks and scholarship has in any case rendered the trumpeting of attachment to any singular identity anachronistic at best. I will focus on artists working in the UK who incorporate questions of Jewishness into a larger visual enquiry that build on Judith Butler’s notion of identity as process or performative as well as the more recent debates and artwork that consider the intersectionality of identifications that co-constitute provisional identities (Jones, Modood, Sara Ahmed, Braidotti/Nikki S Lee, Glenn Ligon). The case studies to think through these questions of identity, will be artworks by Susan Hiller, Doug Fishbone and Suzanne Triester. In thinking through works by these artists, I will also serve to contextualise them, situating them briefly within the history of the landmark exhibition in the UK, Rubies and Rebels and the work of Ruth Novaczek, Lily Markewitz, Oreet Ashery and myself.

A potência do cyborg no agenciamento de modos de subjetivação pós-identitários: conexões parciais entre arte, psicologia e gênero

In line with a psychology more attached to the becoming [devenir] rather than tothe essence, the goal of this paper is to ground the importance of understandingsubjectivity as a process, mainly when regarding our current discussions aboutidentity and gender. After that, we do some linkage between art and psychology. Forus, art is understood as a powerfulmanner to encourage modes of subjectivation thathave difference as an inherited relation. Lastly, we draw our attention upon somefragments of the contemporaneous artist, Mathew Barney's work-of-art (specially,Cremaster), to see how it runs through the binaries of gender boundaries andlaunches post-identity lines of subjectivation.

Reconstituting identity and history in post-war Mostar, Bosnia-Herzegovina

This paper by Carl Grodach demonstrates the careful unravelling of complexity, diversity, contestation and contradictions involved in the reconstruction of symbolic urban spaces after violent conflict, and the allied processes of cultural reinterpretation, political reconfiguration and material revaluation which accompany it. The paper analyses the reconstruction and redevelopment of the 16th-century historic centre of Mostar, Bosnia-Herzegovina, following the Bosnian Wars of 1992–1995. Reconstruction efforts centre around Stari Most, the 16th-century Ottoman bridge destroyed by Bosnian Croat military in 1993. In Mostar, both international and local organizations are in the process of reinterpreting Bosnia’s legacy of Ottoman city spaces. This research and analysis illuminates how such spaces can be central to contemporary projects to redefine group identities and conceptions of place. It provides insight into the ways various groups are attempting to reshape outside perceptions of the city—and Bosnia’s ethnic conflict—to articulate a new definition of local identity and ethnic relations and to remake a stable tourist economy through Mostar’s urban spaces.

The double bind for non-traditional families in post-primary settings; to tell or not to tell their family identity

This thesis involved researching normative family discourses which are mediated through educational settings. The traditional family, consisting of father, mother and children all living together in one house is no longer reflective of the home situation of many Irish students (Lunn and Fahey, 2011). My study problematizes the dominant discourses which reflect how family differences are managed and recognised in schools. A framework using Foucauldian post structural critical analysis traces family stratification through the organisation of institutional and interpersonal relations at micro level in four post-primary schools. Standardising procedures such as the suppression of intimate relations between and among teacher and student, as well as the linear ordering of intergenerational relations, such as teacher/student and adult/child are critiqued. Normalising discourses operate in practices such as notes home which presume two parents together. Teacher assumptions about heterosexual two-parent families make it difficult for students to be open about a family setup that is constructed as different to the rest of the schools'. The management of family difference and deficit through pastoral care structures suggests a school-based politics of family adjustment. These practices beg the question whether families are better off not telling the school about their family identity. My thesis will be of interest to educational research and educational policy because it highlights how changing demographics such as family compositions are mis-conceptualised in schools, as well as revealing the changing forms of family governance through regimes such as pastoral care. This analysis allows for the existence of, and a valuing for, alternative modes of family existence, so that future curricular and legal discourses can be challenged in the interest of equity and social justice.

The centrality of event scale: a measure of integrating a trauma into one's identity and its relation to post-traumatic stress disorder symptoms.

We introduce a new scale that measures how central an event is to a person's identity and life story. For the most stressful or traumatic event in a person's life, the full 20-item Centrality of Event Scale (CES) and the short 7-item scale are reliable (alpha's of .94 and .88, respectively) in a sample of 707 undergraduates. The scale correlates .38 with PTSD symptom severity and .23 with depression. The present findings are discussed in relation to previous work on individual differences related to PTSD symptoms. Possible connections between the CES and measures of maladaptive attributions and rumination are considered along with suggestions for future research.

A Contested Landscape: Monuments, public memory, and post-Soviet Identity in Stavropol’, Russia

Much recent literature in cultural, political and social geography has considered the relationship between identity, memory, and the urban landscape. This paper interrogates such literature through exploring the complex materialisation of memorialisation in post-Soviet Russia. Using the example of the statue of General Alexei Ermolov in Stavropol', an analysis of the cityscape reveals interethnic tensions over differing interpretations of the life and history of the person upon whom the statue is based. The existence of a rich literature on Ermolov and the Russian colonial experience in the North Caucasus helps to explain this. The symbolic cityscape of Stavropol' plays an important role in interethnic relations in the multi-ethnic city; it is both an arena through which Russian identity is communicated with people and produced and reproduced, and an arena through which Russian citizens compete with each other for authority on historical narratives that operate at and between a number of scales. People's readings of the cityscape can reveal much about power and space in contemporary Russia.

Authenticity, Identity and Sustainability in Post-war Iraq: Reshaping the Urban Form of Erbil City

Issues of authenticity and identity are particularly significant in cities where social and cultural change is shaping active transformation of its urban fabric and structure in the post-war condition. In search of sustainable future, Iraqi cities are stretched between the two ends of the spectrum, authentic quarters with its traditional fabric and modern districts with their global sense of living. This paper interrogates the reciprocal influences, distinct qualities and sustainable performance of both authentic and modern quarters of Erbil, the
capital of the Iraqi province of Kurdistan, as factors in shaping sustainable urban forms for Iraqi cities. In doing so, the paper, firstly, seeks to highlight the urban identity as an effective factor in relation to sustainable urban form. Secondly, the city of Erbil in Iraq has been chosen as a field study, due to its regional, social, political and historical role in the region. Thirdly, the study emphasises the dynamic activities and performance of residential projects according to rational sustainable criteria. The research concludes that urban identity and the sense of place in traditional and historical places should inform design strategies in order to achieve a more sustainable urban context.

Interpretations of national identity in post-conflict Northern Ireland: A comparison of different school settings

It is generally accepted that education has a significant role to play in anysociety transitioning from conflict to a more peaceful dispensation. Indeed,some have argued that the education system potentially represents the singlemost effective agent of social change with the capacity to bridge ethnicdivision in conflict affected countries. Despite the potential, educationalpolicy-makers grapple with the dilemma as to precisely how school systemscan best facilitate this agenda. This paper thus attempts to shed lightupon the dilemma by exploring pupil identity and associated intergroupattitudes across various school types in Northern Ireland. Five schools wereselected for the study with each one representing a particular sector withinthe Northern Irish education system (maintained grammar, maintainedsecondary, controlled grammar, controlled secondary, integrated). This led toa total sample size of 265 pupils. The main findings show that children acrossseparate Catholic, separate Protestant and mixed Catholic and Protestanteducational contexts construct and interpret identity differently. At thesame time, our data suggest that no one school setting has supremacy inpromoting social cohesion. The implications of these findings are discussed.