| 791. |
- Botto, Matteo, et al.
(författare)
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Swallowing and spitting out the Red Pill : Young men, vulnerability, and radicalisation pathways in the manosphere
- 2023
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Ingår i: Journal of Gender Studies. - 0958-9236 .- 1465-3869.
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Tidskriftsartikel (refereegranskat)abstract
- During the last decades, new forms of men’s rights activism have emerged, commonly referred to as the ‘manosphere’. This loosely connected, misogynistic online movement particularly attracts young men. Its shared ideology is the Red Pill, a neoconservative ideology that adopts essentialist notions of gender and sexuality, and selectively employs evolutionary psychology to support male supremacy. While the discourses of the manosphere have been mapped, little research exists on how and why young men join and leave such misogynist groups. This article contributes to critical youth and feminist scholarship by analysing the gendered dynamics of online misogynist radicalisation pathways. Based on narratives shared on a Reddit community for former ‘redpillers’, this article explores 30 young men’s experiences of entering and exiting the manosphere and details the essential role of vulnerability in these processes. The stories are synthesised into three phases to illustrate the paths in and out of the manosphere.
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| 792. |
- Brewis, Alexandra, et al.
(författare)
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Gender identities, water insecurity, and risk : Re-theorizing the connections for a gender-inclusive toolkit for water insecurity research
- 2023
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Ingår i: WIREs Water. - : Wiley-Blackwell. - 2049-1948.
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Tidskriftsartikel (refereegranskat)abstract
- Informed by decades of literature, water interventions increasingly deploy "gender-sensitive" or even "gender transformative" approaches that seek to redress the disproportionate harms women face from water insecurity. These efforts recognize the role of gendered social norms and unequal power relations but often focus narrowly on the differences and dynamics between cisgender (cis) men and women. This approach renders less visible the ways that living with water insecurity can differentially affect all individuals through the dynamics of gender, sexuality, and linked intersecting identities. Here, we first share a conceptual toolkit that explains gender as fluid, negotiated, and diverse beyond the cis-binary. Using this as a starting point, we then review what is known and can be theorized from current literature, identifying limited observations from water-insecure communities to identify examples of contexts where gendered mechanisms (such as social norms) differentiate experiences of water insecurity, such as elevating risks of social stigma, physical harm, or psychological distress. We then apply this approach to consider expanded ways to include transgender, non-binary, and gender and sexual diversity to deepen, nuance and expand key thematics and approaches for water insecurity research. Reconceptualizing gender in these ways widens theoretical possibilities, changes how we collect data, and imagines new possibilities for effective and just water interventions.
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| 793. |
- Broadbridge, Adelina, et al.
(författare)
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Gender and Management : New Directionsin Research and Continuing Patternsin Practice
- 2008
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Ingår i: British Journal of Management. - Oxford : WileyBlackwell. - 1045-3172 .- 1467-8551. ; 19:Supplement s1, s. S38-S49
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Tidskriftsartikel (refereegranskat)abstract
- Management and managing are characteristically gendered in many respects. Over the last 30 years there has been a major international growth of studies on gender relations in organizations in general and in management in particular. This applies in both empirical research and more general theoretical analyses. The area of gender, organizations and management is now recognized in at least some quarters outside of itself as a legitimate, even an important, area. This is to be seen in the current market in publications, in the activities of mainstream international publishers, in journals, in courses within degree programmes, and in research groups, networks, and conferences and conference streams. Nevertheless, the field of activity is still somewhat precarious, in some ways very precarious. The vast majority of mainstream work on organizations and management has no gender analysis whatsoever or if it has it is very simple and crude. In business schools and university departments the position of gender-explicit work is very far from established. Even critical management studies, which may be concerned with, for example, power, class, labour process, resistance, discourse, deconstruction, does not necessarily take gender into account.
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| 794. |
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| 795. |
- Çağatay, Selin, 1983, et al.
(författare)
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Conferencing in times of climate crisis and Covid-19: feminist and queer reflections on the digital shift in academic work
- 2024
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Ingår i: Globalizations. - 1474-7731.
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Tidskriftsartikel (refereegranskat)abstract
- This article employs a holistic understanding of environmental, social, and economic sustainability to explore the interaction between neoliberalism, climate crisis, digitalization, and academic work with a focus on its everyday aspects. Drawing our experience of organizing an online conference during the Covid-19 pandemic and our dialogue with conference participants, we first problematize the presumed disembodiment of digital exchange and suggest a nuanced understanding of physicality’s role in knowledge production. We then explore the impact of the changing times and spaces of academic work on bodies and minds and the boundaries between private and public realms. Finally, we challenge the notion of digital solutionism by highlighting the implications of inhabiting digital platforms as spaces for knowledge production. While there is no simple solution to the problems around the digital shift in academic work and conferencing, we argue, downsizing can be a counteraction to platform capitalism in times of the climate crisis.
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| 796. |
- Callegari, Julia, 1988-, et al.
(författare)
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Kompetent aktör eller psykiskt skör? : Barn- och flickdiskurser i konstruktionen av ungas psykiska ohälsa
- 2019
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Ingår i: Tidskrift för Genusvetenskap. - 1654-5443 .- 2001-1377. ; 40:1, s. 73-95
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Tidskriftsartikel (refereegranskat)abstract
- Mental health problems among children and youth is positioned as one of the most urgent public health issues in Sweden today. Both research and official reports assert that mental health issues have increased among adolescents, especially girls, during the last decades. The aim of this study is to investigate how changes in childhood and gender discourses has implicated the construction of young people’s mental health as a public problem since the early 1990s up until today. The empirical material consists of documents published by state authorities between 1990 and 1998, and between 2006 and 2017. The results show that the construction of mental health issues among children and youth is characterized by an ideological and gendered shift, promoting different ideals of childhood. In early 1990s, young people’s poor mental health was understood as a result of social inequality, most common among working-class boys with behavioral problems. Today, it is framed as an introvert phenomenon most common among girls, who are depicted as having trouble handling stress and performance-related pressure. In this shift, the child (read boy) is initially framed as a “child of society” in need of support, to later on being defined as a “competent child” (read girl) who has the responsibility to create a good life for herself. In this way, the construction of mental health among children and youths reflects how gender orders are reformulated in the individualized era, where young girls who do not embody neoliberal ideals of independency, flexibility, and female empowerment are framed as mentally fragile and in crisis. Furthermore, the construction shows how current ideas about the child as a competent actor has central implications for today’s understanding of young people’s mental health.
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| 797. |
- Callerstig, Anne-Charlott
(författare)
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Making equality work : Ambiguities, conflicts and change agents in the implementation of equality policies in public sector organisations
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this study is to contribute to knowledge about the implementation of equality policies in public sector organisations. This is achieved through the development of a theoretical framework of feminist implementation studies. It involves the study of influential factors that impact upon the implementation process, with the aim of contributing to an understanding of the outcome of implementation processes within the equality policy field. The methodology used is based on qualitative case study research combined with a meta-analysis that allows for comparisons across cases. Four initiatives in the implementation of gender mainstreaming strategy were studied in different contexts, namely, two local municipalities and one government agency in Sweden. The main questions asked are: How was gender mainstreaming implemented? What were the main factors influencing the implementation process and why? What was the impact of change actors working to implement gender mainstreaming? The case studies were conducted using an interactive research approach where the different dilemmas encountered by the gender mainstreaming practitioners are used as a starting point for developing a joint learning process. The thesis comprises an introduction and five published papers. The main findings of the study include how the implementation process developed over time and the impact of the micropractices of the “gender mainstreamers” involved. The study provides insights into the factors influencing the implementation process, and how these factors change over time. Different types and levels of conflict, together and interlinked with different ambiguities, affect the practical work where dilemmas inherent in the concepts of “gender”, “equality” and “change” become central. Overall, the study shows how the specific preconditions for implementation of gender mainstreaming make the local arenas of implementation crucial for understanding the outcomes.
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| 798. |
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| 799. |
- Cardenas, Magda Lorena, 1982-
(författare)
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Women-to-women diplomacy and the women’s league of Burma
- 2019
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Ingår i: Women, peace and security in myanmar. - Abingdon, Oxon ; New York, NY : Routledge, 2019. : Routledge. - 9781000228953 - 9780367250447 - 9780429286605 ; , s. 44-57
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Bokkapitel (refereegranskat)abstract
- This chapter explores women’s contributions to peacebuilding in Myanmar through an investigation of the Women’s League of Burma (WLB) as a forum for women-to-women diplomacy, understood as an alternative peace-building strategy based on women’s interaction toward the common goal of achieving equal rights. It focuses on the multiple fronts and strategies that women-to-women diplomacy encompasses, in challenging widespread conflict narratives and fostering inter-ethnic dialogue. The case of Myanmar exemplifies the struggle of women for inclusion and meaningful participation in conflict resolution and peacemaking. The chapter presents a historical analysis of women as political actors and peacemakers in Myanmar, advances the theoretical contribution of women-to-women diplomacy as an alternative peacebuilding strategy and analyzes the women-to-women diplomacy of the WLB and their strategies for influencing the political agenda in Myanmar. It discusses the contributions of the WLB to the transformation of the predominant conflict narratives and the creation of a platform for inter-ethnic cooperation.
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| 800. |
- Carlson, Marie, 1950, et al.
(författare)
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Nationalism, gender and citizenship in pedagogical texts and education policy – Some examples from Turkey and Sweden
- 2013
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Ingår i: ECER 2013 (European Educational Research Association), Creativity and Innovation in Educational Research. 10-13 September, 2013 Istanbul, Bahcesehir University. ; Book of Abstracts ECER 2013
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Public mass education has been widely used as a mechanism for socialization and disciplining of populations, but it has also attained more tasks than these. As we may see from numerous studies, it is used as an instrument for creating social change and realizing the process of nation building. Yet over the last decades, as globalization process became more and more influential, education and globalization also became interconnected in complicated ways. Education became a discursive battlefield where globalization is discussed in terms of more and more intensive economic, political and cultural linkages and geographical dependencies across great geographical distances. It came to be understood as a concrete weapon, or instrument, with whose help citizens (and their nations) became better equipped to handle globalization processes. Hence education is supposed to prepare citizens for a ‘new global world’ at the same time as that global world is making new demands on citizens’ compliance with regard to the nation. Our ongoing project, Future citizens in pedagogical texts and education policies – Examples from Lebanon, Sweden and Turkey, provides three national examples for a closer analysis of both the historical development of education and nation-building and more contemporary debates on globalization, nation, national development and the education of the ‘right’ citizen. However this paper will present results mainly from the Turkish case and some examples from Sweden for a comparison. The overall aim of the project is to examine, using a transnational perspective, how globalisation processes are expressed in educational policies and pedagogical texts. How is the ‘right’ citizen presented and depicted and what values are highlighted – at both national and global level? Whose history is made visible and what voices are heard? What groups or categories are identified? Two broader sets of issues will be highlighted in the paper: • How are the ’citizen’ and the citizen’s identity constructed in relation to place, nation, language, religion, ethnicity and gender in policy documents for schools and pedagogical texts? • How is the relationship between national and global perspectives treated in relation to the ’citizen’ in guidance documents for schools and pedagogical texts? Theoretically this project combines several fields of research: social science research on transnationalism, research on education and nation-building, education policy and forms of governance, research on textbooks and the globalization of education. Intersected insights provided by the studies on gender, nationalism, citizenship and, identity are used. Constructions of nationhood involve specific notions of manhood and womanhood, and discourses on nation and gender intersect and are constructed by each other in various ways. The overall theoretical/methodological framework of the project is linked to critical discourse analysis that provides tools for studying how the ‘citizen’ and different subject positions are constructed in both text and practice. The paper will focus mainly on Turkey and on how gender identities are narrated and attempted to be constructed with respect to the nation and the state. It will present some results from the analysis of education policies, educational documents and curricula in the later years of compulsory school. School textbooks within social sciences, history, geography, citizenship and religion textbooks are analyzed. Over and above textual analysis, interviews have also been conducted with educational bureaucrats and politicians. Teachers and authors of textbooks will be interviewed further on. For Turkey, over the last decades, globalization, and Europeanization processes have been quite influential. Concomitantly, there have been increasing reactions to such developments. A radical rise of a 'banal nationalism' in everyday-life has been witnessed. Nationalism, in fact, has been the hegemonic discourse in public education and naturalized through the constructions of femininity and masculinity. Nationalist discourses – a growing cultural racism since the 1990s – also occur in the Swedish context. A comprehensive curricula reform was realized 2005 in Turkey. It seems that the emphases on ethnic and/or cultural nationalism are set aside, and identity, difference, rights and individual are among the catchwords of new textbooks. However, a closer look at the “gender regime” shows that a more subtle analysis of the hidden discourses is necessary – the books show contradictions/contradictory messages. Although the division of labor seem to have a more gender equal nature; gender biases and an ethno-cultural nationalism continue to exist as among the layers of the discourses of the textbooks – in fact, both are interconnected. Ethno-cultural nationalism is also possible to discern in Sweden – in textbooks and steering documents, especially in relation to gender issues and immigrants.
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