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- Gonsalves, Allison, et al.
(author)
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"Brunkers and brave heroes" : Dominant Subject Positions in Figured Worlds of Construction Engineering
- 2019
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Conference paper (peer-reviewed)abstract
- Research in engineering education has pointed to the need for new engineers to develop a broader skill-set with an emphasis on 'softer' social skills. However, there remains strong tensions in the identity work that engineers must engage in to balance the technical demands of the discipline with the new emphasis on heterogeneous skills. This study explores how three non-traditional students experience these tensions in the final year of their construction engineering program, across classroom and workplace experiences. We explore the dominant subject positions for students in construction engineering classroom and workplaces in a three-year Swedish engineering program. Results demonstrate that dominant soubject positions for construction engineers can trouble students' identity work as the move across classroom and workplace settings.
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- Haywood, Chris, et al.
(author)
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The Conundrum of Masculinity : Hegemony, Homosociality, Homophobia and Heteronormativity
- 2017
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Book (peer-reviewed)abstract
- Popular culture is awash with discussions about the difficulties associated with being a man. Television talk shows, media articles and government press releases discuss not simply the problem of men, but have more recently focused on the problems of being a man. The Conundrum of Masculinity challenges highly advertised beliefs that men are in crisis and struggling to hold onto traditional masculine habits whilst the world around them changes. Indeed, whilst there is a range of valuable contributions to the field that examine how men live out their lives in different contexts, there are few accounts that examine in detail the building blocks of masculinity or how men are really 'put together'. Thus, this innovative and timely volume seeks to provide a systematic exploration of the different aspects of masculinity - in particular hegemony, homosociality, homophobia and heteronormativity. An original approach to the field of masculinity studies, this book ultimately presents a critical synthesis that brings together disparate approaches to provide a clear and concise discussion to address the true nature of masculinity. The Conundrum of Masculinity will appeal to undergraduate and postgraduate students interested in fields such as Gender Studies, Masculinity Studies and Sociology.
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- Johansson, Thomas, 1959, et al.
(author)
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Ruptures in hegemonic masculinity: the dialectic between ideology and utopia
- 2015
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In: Journal of Gender Studies. - : Informa UK Limited. - 0958-9236 .- 1465-3869. ; 24:2, s. 192-206
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Journal article (peer-reviewed)abstract
- In the 1990s, Raewyn Connell published her groundbreaking study on the transformation of masculinity. In Masculinities, the concept of hegemonic masculinity was put forward as a key concept in gender studies. Originally applied in Marxian studies to power and class, the concept of hegemony was now used to analyse a historically mobile and dynamic power structure and hierarchical relation between different groups of men and women. Although using the concept of hegemonic masculinity is considered a powerful way of approaching and analysing gender relations, the main question is whether this conceptual turn, in fact, leads to a more dynamic theory of masculinity and gender. The main objective of this article is to contribute to conceptual clarifications and to the theorizing on gender, hegemony and masculinity. The conceptual and theoretical exploration aims at opening up ways of redefining and reconceptualizing hegemonic masculinity. Using Ricoeur’s and Laclau and Mouffe’s theorizations of hegemony, the concept of hegemonic masculinity is expanded and reformulated. A short case study of contemporary Scandinavian fatherhood is used to discuss the empirical implications of this theoretical effort.
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- Ottemo, Andreas, 1979
(author)
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From Domination to Emancipation and Freedom: Reading Ernesto Laclau's Post-marxism in Conjunction with Philip Pettit's Neo-republicanism: A Reply to Gulshan Khan
- 2019
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In: Global Discourse: An interdisciplinary journal of current affairs. - 2043-7897. ; 9:2, s. 411-415
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Journal article (peer-reviewed)abstract
- In her article, Gulshan Khan highlights some particularities in Laclau's theorising of domination, emancipation and freedom, through contrasting Laclau's work with the neo-republican political theorist Philip Pettit. Pettit is largely positioned as a theorist of 'what is', while Laclau is acknowledged for theorising the conditions for more revolutionary change. In the reply, it is argued that this difference can be understood in terms of the distinction between 'politics' and 'the political'. While Khan suggests that Pettit's work can complement Laclau's in having more to say about concrete 'politics', this reply suggests that this lack has also been fruitfully addressed by scholars closer to Laclau within the Essex School. A discussion of theoretical and methodological implications of engaging with this work in relation to the themes discussed by Khan concludes the response.
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- Ottemo, Andreas, 1979
(author)
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Kön, kropp, begär och teknik: Passion och instrumentalitet på två tekniska högskoleprogram : Gender, body, desire, and technology: Passion and instrumentality in two technical university programs
- 2015
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Doctoral thesis (other academic/artistic)abstract
- This thesis addresses the co-production of gender and technology as articulated in two programs at a Swedish university of technology: Computer Science and Engineering (CSE) and Chemical Engineering (CE). It builds on the assumption that the articulation of gender in these programs relates to how technology is articulated. Research on gender and technology often investigates the ‘failure’ of linking women/femininity to technology. In this thesis I, instead, adopt a perspective inspired by queer theory and focus on norms that articulate masculinity with technology. Theoretically and methodologically, the study adopts a post-structural perspective primarily based on discourse theory, as developed by Laclau and Mouffe (1985/2008). I also draw on feminist technoscience research and on Butler’s (1988, 1990/2007, 1993) notion of gender, performativity, and the heterosexual matrix. Empirically, the thesis is based on ethnographic fieldwork and formal interviews with students. Considering the critique that research on gender and technology has failed to address sexuality, I emphasize explicitly the role of passion, desire, and heterosexuality in the production of connections between masculinity and technology. As the thesis title suggests, this focus on passion and desire for technology is combined with recognition of the role of instrumentality in higher technology education. In my analysis, I suggest that the formal education students receive fails, for various reasons, to subjectively engage many students. Consequently, students adopt an instrumental approach to their education, emphasizing the future exchange value of their formal degree, rather than subjective meaningfulness or the significance of the subject matter as such. I also argue that in failing to ‘recruit’ students, formal education can be considered as privileging the already-passionate student, whose interest in technology is not so easily derailed, even when encountering education that fails to engage subjectively. This ‘passionate student’ subject position is articulated primarily in the CSE program, mainly in informal, student cultural contexts. Here, I argue that technology, corporeality, desire, and embodied computer interest, are configured in a manner that derives intelligibility from the heterosexual matrix and contributes to the CSE program’s hetero-masculine connotations. On the other hand, the absence of the ‘passionate student’ subject position in the CE program, appears to contribute to this program’s relative gender inclusiveness.
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- Ottemo, Andreas, 1979
(author)
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Situating “the gender question” in engineering education: curriculum, student culture and beyond
- 2018
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In: Keynote presentation at the CDIO Seminar: ’Gender issues in CDIO-based education’, Chalmers University of Technology, October 10, 2018.
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Conference paper (other academic/artistic)abstract
- The question of gender in relation to engineering education has been addressed in a number of ways in the scholarly literature over the past decades. In this talk, I will highlight and critique some dominant tendencies in this research. I will argue for an approach that learns from but also aims to transcend some of the limits identified in earlier work, through combining a focus on formal curriculum and student culture as it relates to gender. Particular attention will be paid to how passion and desire for technology contrasts with more instrumental attitudes among students, and how this relates to gender, corporeality and diversity issues in engineering education more broadly.
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