scholarly journals How We Remember 1947

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.

scholarly journals How We Remember 1947

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.

scholarly journals Currículo, identidade e relações de gênero

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. 

Post-feminist text analysis

1998 ◽  
Vol 7 (3) ◽  
pp. 235-252 ◽  
Author(s):  
Sara Mills
Keyword(s):  
Feminist Theory ◽  
Text Analysis ◽  
Gender Relations ◽  
Linguistic Theory ◽  
Specific Nature ◽  
New Models ◽  
Critical Text ◽  
New Form ◽  
And Gender ◽  
Context Specific

This article argues that there is a need for a new form of feminist text analysis which would take account of the changes which have occurred in feminist theory, linguistic theory, critical text analysis and in sexism itself. Rather than relying on relatively simple models of interpretation, this new form of analysis, post-feminist text analysis, would demonstrate awareness of the complexity and context-specific nature of the meanings of words within texts; it would also be aware of the necessity to develop new models of analysis for sexism and gender relations. In the analysis of a British advertisement for a dating agency following this discussion, I have tried to indicate directions in which this form of analysis might take.1

scholarly journals Reflections on Gender and Diversity in Cross-Cultural On-line Teaching

2017 ◽  
Author(s):  
Hanne Haaland ◽  
Hege Wallevik
Keyword(s):  
Gender Relations ◽  
Life Experiences ◽  
Situated Knowledge ◽  
Gender Culture ◽  
Point Of Entry ◽  
Good Point ◽  
On Line ◽  
Approach To Teaching ◽  
And Gender ◽  
Dominant Narratives

This paper is based on the experiences of teaching gender and diversity applying a team based approach. The course ‘gender, culture and everyday life’ is taught as part of an online MA programme on Development Management to a group of international students from Europe, Africa, Asia, and Latin America. The underlying thinking in the course is that the cultural diversity of the students in terms of nationalities and their different every-day life experiences providea good point of entry for discussing different understandings of gender roles and gender relations across cultures and social groups. In the course we try through the use of experience notes to encourage awareness of embodied and situated knowledge and to stimulate discussions that may move beyond general perceptions of gender relations in the field of development. We arguethat students seem to struggle with transferring such experience-based knowledge into overall discussions and thus also struggle with escaping the confines of dominant narratives. Through examples from the course, we reflect on the use of experience notes in teaching gender, the strengths and weaknesses of a team based approach to teaching gender and diversity, as well as on our own positioning as lecturers in the field of gender and development.

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

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.

2002 Status of the Armed Forces Survey - Workplace and Gender Relations: Report on Scales and Measures

2003 ◽  
Author(s):  
Alayne J. Ormerod ◽  
Angela K. Lawson ◽  
Carra S. Sims ◽  
Maric C. Lytell ◽  
Partick L. Wadington
Keyword(s):  
Gender Relations ◽  
Armed Forces ◽  
And Gender
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