Food production and gender relations in multifunctional landscapes: a literature review

In my Major Research Project, I explore how the India-Pakistan partition of 1947 is conceptualized in a popular media text. Specifically, I look at a TV series produced in Pakistan that explores the partition and the events immediately preceding it, that led to the splitting of India into India and Pakistan from a nationalistic perspective. Major themes that are noteworthy of analysis include gender relations, notions of belonging and community, nationalism and identity, contextualization and impact of media, and trauma. Moreover, I pay attention to how gender relations and notions of family are conceptualized in relation to nationalistic ideologies, and how both are impacted during traumatic events. In particular, my research interest includes studying how this media depiction of the partition plays into or contests dominant narratives of the nation and citizenship along the lines of religious and gender classifications. The literature review below aims to explore theoretical conceptualizations of my areas of interest in order to enable my media text analysis to be situated in relation to existing literature.

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Currículo, identidade e relações de gênero

#Tear: Revista de Educação, Ciência e Tecnologia ◽

10.35819/tear.v2.n1.a1778 ◽

2013 ◽

Vol 2 (1) ◽

Author(s):

Eleazar Venancio Carrias

Keyword(s):

Literature Review ◽

Gender Identity ◽

Gender Relations ◽

Social Practice ◽

School Context ◽

Social Stereotypes ◽

Critical Theories ◽

And Gender ◽

The Relationship

Resumo: Este artigo é fruto de pesquisa bibliográfica sobre a relação entre currículo escolar e identidade de gênero. Tem como objetivo fazer uma reflexão sobre as teorias pós-críticas do currículo, em particular as de cunho pós-modernistas e pós-estruturalistas, pela via da análise das relações de gênero e da produção de identidades no contexto escolar, principalmente, considerando o currículo como prática social. Conclui-se que a escola e o currículo praticado produzem e reproduzem, a partir de certos investimentos sobre os corpos, os estereótipos sociais que marcam as relações de gênero. Palavras-chave: Currículo. Identidade. Relações de gênero. CURRICULUM, IDENTITY AND GENDER RELATIONS Abstract: This article is based on literature review about the relationship between curriculum and gender identity. It aims to make a brief reflection on the post-critical theories of the curriculum, particularly, the postmodernist and poststructuralist theories, through the analysis of gender relations and the production of identities within the school context, especially considering the curriculum as a social practice. It concludes that the school and the practiced curriculum produce and reproduce social stereotypes that characterize gender relations, from the certain investments over the bodies. Palavras-chave: Curriculum. Identity. Gender relations.

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How We Remember 1947

10.32920/ryerson.14656824.v1 ◽

2021 ◽

Author(s):

Asma Farooq

Keyword(s):

Literature Review ◽

Text Analysis ◽

Gender Relations ◽

Popular Media ◽

Major Research ◽

Media Depiction ◽

Nationalism And Identity ◽

And Gender ◽

Dominant Narratives ◽

Areas Of Interest

In my Major Research Project, I explore how the India-Pakistan partition of 1947 is conceptualized in a popular media text. Specifically, I look at a TV series produced in Pakistan that explores the partition and the events immediately preceding it, that led to the splitting of India into India and Pakistan from a nationalistic perspective. Major themes that are noteworthy of analysis include gender relations, notions of belonging and community, nationalism and identity, contextualization and impact of media, and trauma. Moreover, I pay attention to how gender relations and notions of family are conceptualized in relation to nationalistic ideologies, and how both are impacted during traumatic events. In particular, my research interest includes studying how this media depiction of the partition plays into or contests dominant narratives of the nation and citizenship along the lines of religious and gender classifications. The literature review below aims to explore theoretical conceptualizations of my areas of interest in order to enable my media text analysis to be situated in relation to existing literature.

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REVIEW: Claire M. Renzetti and Charles Harvey Miley. VIOLENCE IN GAY AND LESBIAN DOMESTIC PARTNERSHIPS. New York: Haworth Press, 1996. and Barbara Fawcett, Brid Featherstone, Jeff Hearn, and Christine Toft. VIOLENCE AND GENDER RELATIONS: THEORIES AND INTERVENTIONS. and Susan Koppelman. WOMEN IN THE TREES: U.S. WOMEN'S SHORT STORIES ABOUT BATTERING AND RESISTANCE, 1839-1994.

NWSA Journal ◽

10.2979/nws.1997.9.3.198 ◽

1997 ◽

Vol 9 (3) ◽

pp. 198-202

Author(s):

Marcia E. Bedard

Keyword(s):

New York ◽

Short Stories ◽

Gender Relations ◽

Gay And Lesbian ◽

Domestic Partnerships ◽

And Gender

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Frondeuses and Feminists in the Work of Arvède Barine (1840–1908)

French Politics Culture & Society ◽

10.3167/fpcs.2020.380105 ◽

2020 ◽

Vol 38 (1) ◽

pp. 91-112

Author(s):

Whitney Walton

Keyword(s):

Gender Relations ◽

Third Republic ◽

National Library ◽

Women And Gender ◽

Public Debates ◽

And Gender

This article examines Arvède Barine’s extensive and popular published output from the 1880s to 1908, along with an extraordinary cache of letters addressed to Barine and held in the Manuscript Department of the National Library of France. It asserts that in the process of criticizing contemporary feminist activists and celebrating the achievements of women, especially French women, in history, she constructed the historical and cultural distinctiveness of French women as an ideal blend of femininity, accomplishment, and independence. This notion of the French singularity, indeed the superiority of French women, resolved the contradiction between her condemnation of feminism as a transformation of gender relations and her support for causes and reforms that enabled women to lead intellectually and emotionally fulfilling lives. Barine’s work offers another example of the varied ways that women in Third Republic France engaged with public debates about women and gender.

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