Browsing by Author "Carter, Claire"

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Open Access
An Afrocentric Cultural Study of Buum Oka Dance Yaounde and Perceptions of its Relevance to African (-Canadian) Students Between the Ages of 18 and 25 in the City of Regina
(Faculty of Graduate Studies and Research, University of Regina, 2017-04) Jing, Thomas; Montgomery, Ken; Carter, Claire; Triggs, Valerie; Kipling Brown, Ann; Lewis, Patrick; Welsh, Kariamu
This is an Afrocentric cultural study of Buum Oku Dance Yaounde in Cameroon and perceptions of its relevance to African (-Canadian) students between the ages of 18 and 25 in the City of Regina. The study is pitched against a national backdrop in which African (-Canadian) students experience disproportionately high school drop/push out rates. This is just one of many others problems associated with various forms of racist discourses and practices which harken back to the days of black enslavement. An enduring legacy of slavery and Western colonialism has been the continuous distortion of African history and culture, which are sometimes used to justify marginalization, injustice and various forms of oppression. An Afrocentric approach to this study seeks in part to counter colonial and oppressive discourses, thus serving as a tool for emancipation. The study ascertains whether the introduction and promotion of cultural practices such as Buum Oku Dance could serve as a tool for effective resistance and emancipation. Drawing mainly on written and oral sources, the inquiry has used Johnson’s (1986/87) “circuit of cultural production” of the dance, that is, its historical production, its representation and audience reception to determine to what extent such a dance could serve as tool for liberation. Its findings, based mainly on interviews of six students, three males and three females, from the City of Regina, illustrate the perceived relevance of the dance in creating community, reinforcing family values and traditions, promoting greater cultural and gender inclusion and equality, in asserting group identity and in combating low self-esteem and high dropout rates. These actions constitute forms of resistance which illustrate the possibilities of dance as a credible tool for human liberation from oppression.
Open Access
Becoming Anti-Oppressive Educators in Open, Online Spaces: Pre-Service Teachers' Perceptions of Digital Identity and Social Justice
(Faculty of Graduate Studies and Research, University of Regina, 2021-07) Hildebrandt, Katia Bettina; Lewis, Patrick; Carter, Claire; Spooner, Marc; Montgomery, Ken; Mulholland, Valerie; McLeod, Scott
This dissertation presents key understandings and conclusions drawn from my research into teacher candidates’ perceptions of digital identity, particularly as it relates to the process of becoming anti-oppressive educators. The results of this study provide the beginning of an answer to the following question, which I see as a critical point of inquiry in our increasingly digital world: As institutions of higher education experiment with blended and online learning models, how will these new learning spaces support or hinder the work of anti-oppressive education? The study traces a series of critical conversations with seven students enrolled in a four-year teacher education program at a mid-sized university in western Canada; these conversations are focused primarily on the students’ experiences in a mandatory class on anti-oppressive curriculum, in which they were enrolled in either the second or third year of the program. The research was conducted using a post-critical theoretical framework to identify and analyze the discourses underpinning pre-service teachers’ perceptions of their own and others’ digital identities; semi-structured interviews served as the primary source of data. Given the critical lens, the goal of the study was not just to understand these discourses but to work with participants to find ways in which teacher education programs might provide a framework for helping students to develop positive digital footprints and to feel confident and prepared to enact the role of anti-oppressive educator in online spaces. Consequently, an important element of the research was the process of what I have chosen to call a collaborative discourse analysis, that is, the process by which I worked together with participants to analyze their beliefs and perceptions in order to co-construct potential solutions to the myriad complexities of teacher digital identity. Prior to beginning data ii collection, I conducted a comprehensive review of relevant literature with a particular focus on three key areas: an exploration of post-structural understandings of subjecthood, including how the process of subjectivation relates to the construction of teacher identity; a review of post-critical ethnography and its suitability as a theoretical framework and methodology for the proposed research; and an examination of the concept of digital identity, including an overview of various historical and contemporary theories. As well, additional literature was reviewed as needed during both the data gathering and analysis phases of the research. The dissertation begins with an overview of the context of the research, both with respect to digital identity and to anti-oppressive education, followed by the literature review and then by chapters that detail the theoretical and methodological foundations of the study and provide an introduction to the seven participants. After this, I turn to the two major themes that emerged in the research: the particular complexities of identity politics in online spaces and the challenges presented by dominant narratives of the “good teacher.” The final chapter of the dissertation outlines potential ways forward in light of the findings that surfaced in the course of the research, including the importance of interrogating and deconstructing dominant narratives in education, the potential benefits offered by “communities of discomfort,” and the possibilities inherent in the use of structured and mandated performances of particular identities. The dissertation concludes with a discussion of where we might go from here as we navigate the ever-increasing complexities of digital identity from a professional and anti-oppressive standpoint.
Open Access
Celebration Of Authorship Program 2020-2021
(University of Regina Library, 2021) Afolabi, Taiwo; Bates-Hardy, Courtney; Battis, Jes; Bradley, Crista; Brigham, Mark; Carter, Claire; Clausson, Nils; Cote, L. Lynn; Cote, Margaret R.; Coupal, Chelsea; French, Lindsey; Gacek, James; Hanson, Cindy; Hu, Shuchen; Juschka, Darlene; Khan, Tanisha; Macdonald, Iain; Marsh, Charity; Melançon, Jérôme; Morgan, R. Grace; Okimasis, Jean L.; Piercey, Robert; Plummer, David William; Powell, Mary; Purdham, Medrie; Ratt, Solomon; Trussler, Michael; Wolvengrey, Arok
The past year has disrupted many things in both our academic and personal lives, but something that has not changed is the commitment of the University of Regina community to advancing research and sharing knowledge and stories with a world-wide audience. The Dr. John Archer Library and Archives is again proud to unveil our new Celebration of Authorship booklet, highlighting books and other creative works published in-print or electronically over the past year by faculty, staff, students, retirees, and alumni of the University of Regina and its federated colleges.
Open Access
The Depiction of Expert Women in Canadian Newspapers
(Faculty of Graduate Studies and Research, University of Regina, 2017-12) Kangourimollahajlou, Akram; Fletcher, Amber; Conway, John; Warren, James; Carter, Claire
This study focuses on gender inequality in representations of “expert” women in the media. Existing scholarly literature has demonstrated that, in general, women are underrepresented or portrayed as objects or victims in the media. Very little of this literature has examined depictions of “expert” women. The research is guided by this question: How are “expert” women depicted in contemporary Canadian newspapers? The methodologica l framework of the research is a mixed-methods approach using discourse analysis as methodology and content analysis as the concrete method. The data were collected from all news pages of the National Post and the Globe and Mail. Content analysis data were chosen monthly from the first day of each month of the year 2015 for both newspapers. Data for discourse analysis were selected from all issues in November 2015, since the event of Justin Trudeau’s selection of a gender-equal cabinet occurred in this period of time, putting gender, representation, and expertise at the center of a national conversation. Drawing upon the content analysis, I examined the hypothesis of the existence of gender inequality in both national newspapers. The findings confirm that there is gender disparity in newspapers’ representation. Studying news stories about Justin Trudeau’s selection of a gender-equal cabinet through discourse analysis helped to identify some particular discourses that reinforce and reproduce gender inequality—not only in the news stories but also in society more broadly.
Open Access
The Evolution of Feminism in Nigerian Media: A Look At IGBO Culture Films
(Faculty of Graduate Studies and Research, University of Regina, 2019-01) Emelogu, Joy Adanna; Petty, Sheila; Ramsay, Christine; Juschka, Darlene; Carter, Claire
This thesis addresses the subject of feminism in the Nigerian media, particularly on how issues related to women’s rights and gender discrimination have been addressed in Igbo culture Nigerian films. For several decades, the Nigerian home video industry, dominated by Igbo culture-themed films, has been one of the most influential media forms across Nigeria and Africa in general. These films are a staple in many homes; the images, narratives, and ideas that they disseminate go a long way in shaping or reinforcing public perceptions about the role of women and their status in society. Taking a critical look at how feminism has evolved in Nigerian films, this thesis investigates the extent to which films merely reflect the existing reality of Igbo patriarchal societal structures or persist in propagating dated and unrealistic stereotypes by specifically focusing on two relevant Igbo culture films –Things Fall Apart (1987) produced by Peter Igho, directed by David Orere and Half of a Yellow Sun (2013) produced by Andrea Calderwood and directed by Biyi Bandele. Both films were adapted from novels of the same titles by Chinua Achebe and Chimamanda Adichie, respectively, and illuminate the depiction of women in the Nigerian media. Based on insights generated from the research evidence, this thesis establishes that Igbo culture films were previously instruments for perpetuating gender inequality by reinforcing and disseminating socially constructed notions of female subordination and male dominance. However, in the last decade, there has emerged an increasing tendency in modern Igbo films towards activism for gender equality and social change. Films like Wives on Strike (Omoni Oboli, 2016) and Dry (Stephanie Linus, 2014) for instance, have tackled issues of child marriage and female education. The thesis concludes that the prospects for a more positive depiction of women and feminism in Igbo culture films and in the Nigerian media generally are influenced by the prevailing societal orientations towards the issue within Nigerian society. It is suggested that films, being important agents of social change and orientation, can play a critical agenda-setting role in stimulating changes in attitudes towards issues of gender equality within the Nigerian society.
Open Access
An Examination of the Discourses Present in Women's Tackle Football and Their Effects on the Development of the Game
(Faculty of Graduate Studies and Research, University of Regina, 2020-02) Trebilcock, Mira Joanne; Hoeber, Larena; Carter, Claire; West-McMaster, Brandy; Fletcher, Amber
Women’s football is gaining popularity in North America. There are currently twelve Canadian women’s teams, throughout six provinces. Unlike hockey, which sees a variance in rules between the women’s and men’s game, women’s football shares the same rules, regulations and equipment requirements as their male counterparts. Hypothetically, women’s football could become as popular as the men’s game but development remains slow. Fairclough, Mulderrig and Woldak’s (2011) systemic approach towards the relationship that exists between language and existing social structures, known as Critical Discourse Analysis (CDA) (Fairclough, 2012; 2013), was used to guide this qualitative study about discourses related to women’s football. Previous research has indicated that discourse has the potential to shape our thoughts, inform our beliefs, identities, and even our behaviour (Hall, 1988). Through nine in-depth, semi-structured interviews conducted with four athletes and five non-athletes (coaches and administrators) involved in the women’s game, I aimed to gain a better understanding of the ways in which we communicate in both written and spoken word (otherwise known as discourse) about women’s football to understand if there are overarching discourses either helping or hindering the development of the sport. Reflections from a self-ethnography conducted during the 2018 Regina Riot pre-season, season and post-season also helped to illustrate specific instances and experiences where discourse directly impacted the way in which meaning is constructed and shared about women’s football. Data from participant transcripts and self-ethnographic reflections were analyzed using inductive and deductive content analysis to understand what effects, if any, gendered discourses have on the development of women’s football in Canada. ii Findings revealed three core themes: 1) an overarching sense of uncertainty surrounding women’s football, 2) that women’s football remains to be seen as an alternative version of football and 3) there exists potential for future development of the women’s game and the athletes who compete in the sport. The implications for these findings are discussed in the context of dominant gender ideology inherent in sport culture and how alternative discourses exist that reflect a greater overall cultural shift towards inclusivity.
Open Access
Examining the impact of gender-based microagressions and institutional betrayal on women holding multiple marginalized statuses
(Faculty of Graduate Studies and Research, University of Regina, 2023-09) Anstey, Hannah Jaymes; Klest, Bridget; Gordon, Jennifer; Sangster, Sarah; Carter, Claire; Delker, Brianna C.
Microaggression refers to subtle, often indirect, discriminatory behavior committed against members of marginalized groups. The subtle nature of microaggressions can often make them seem innocuous, however, they can have a determinantal impact on those who experience them. Women are a marginalized group who experience microaggressions on the basis of gender, rooted in sexism. Further, many women hold multiple marginalized statuses based on their race, sexuality, disability, age, religion, body size, or socioeconomic status. As such, they may also experience microaggressions based on these intersectional identities. While microaggressions in themselves have been shown to be negatively related to mental health, it has been suggested that how that initial microaggression is responded to by an institution can cause the mental health impact to be exacerbated through institutional betrayal (i.e., the failure of an institution to proactively prevent harm, or to be supportive following harm). Further, if institutions can respond with courage and support, the impact of a microaggression might also be changed. Despite the potentially dangerous impact of microaggressions, no research, to my knowledge, has experimentally investigated the impact of a microaggression directly after it was perpetrated. The study utilized a mixed-methods approach and investigated the impact of a single gender-based microaggression with institutional betrayal or support on state affect in women. Further, the impact of holding multiple marginalized statuses was investigated. The study took place via Zoom, and participants completed an unobtrusive measure of state mood directly before and after a male confederate perpetrated a microaggression consistent with sexual objectification. The experimenter then responded to said microaggression with institutional support or institutional betrayal. Once participants recompleted the mood measure, they were asked to complete a number of questionnaires focused on past experiences of gender-based discrimination and mental health symptoms and they were asked to respond to qualitative questions regarding their experience of the microaggression. Results showed that women in the institutional betrayal condition had a decrease in negative mood after experiencing the microaggression and women in the institutional support condition had an increase in negative mood after experiencing the microaggression. Furthermore, regardless of condition all women showed an increase in positive mood. Future directions and implications are discussed.
Open Access
The Experiences of Men Who Attended Domestic Violence Treatment Programs and Made Changes to End Violence in Their Intimate Relationships
(Faculty of Graduate Studies and Research, University of Regina, 2014-07) Giesbrecht, Crystal Joy; Sanchez, Miguel; Krieg, Brigette; Halabuza, Donalda; Carter, Claire
The present study sought to gain an understanding of the experiences of men who have been violent in their intimate relationships, attended domestic violence treatment programs, and successfully made changes toward ending their violent behaviour. This project adds to the existing literature on intimate partner violence (IPV) and further informs practice in the area of treatment and support for men who perpetrate IPV. The study used phenomenological research methodology. In-depth qualitative interviews were conducted with four participants. Following completion of the interviews, all statements made by participants during the interviews were coded into fifteen themes, and these fifteen themes were divided into three categories: men’s experiences before entering Domestic Abuse/Violence Treatment Programs (DAVTPs), experiences attending DAVTPs, and experiences after attending DAVTPs. As well as the fifteen central themes, there were also seventeen subthemes, which further describe the experiences of the participants and the context of those experiences. In terms of their experiences with violence before entering DAVTPs, the participants talked about the violence that had existed in their relationships, relationships with their children, their families of origin, and masculinity. When discussing their experiences in treatment programs, men spoke about engaging initially, accepting responsibility, bonds with other participants and facilitators, and things that they learned. In describing their lives after completing the programs, the participants discussed improved relationships, improved self-esteem, healthy masculinity, and the continued work that they are engaging in. Overall, participants were initially motivated to change because of relationships and of the effect that their violence had on their family, as well as negative self-esteem stemming from their violence, more so than justice system repercussions. For the participants, making change began with accepting responsibility for their violence, as well as responsibility for making changes in their lives. While participating in treatment programs, the men increased their emotional awareness and self-awareness, which was a catalyst for making change. The most important things that the participants learned during their time in the programs that were intrinsic to their process of ending violence in their relationships and remaining violence-free included: increased self-awareness, improved communication skills, and the realization that they need to continue working on themselves. The features of the treatment programs that the participants found the most helpful were the bonds that they formed with co-participants and the safety of the group environment. This research contributes to the body of knowledge regarding what helps abusive men to change their behaviour, for the purpose of helping to increase women’s safety and improve men’s lived realities. Information on what makes it possible for men to develop and maintain non-violent behaviours can assist service providers and community members help men to achieve these goals, and the present study contains several findings and recommendations provided by the participants that speak to this goal.
Open Access
“Just Like Math”: Parents’ Perspectives on Sexuality Education in Primary Classrooms
(Faculty of Graduate Studies and Research, University of Regina, 2021-03) Fick, Miranda Leanne; Salm, Twyla; Stoddart, Alexandra; Ashton, Emily; Carter, Claire
The purpose of this study is to develop a deeper understanding of parents’ perceptions of sexuality education in primary school. The study was guided by the following questions: 1) How do parents understand sexuality education in schools for primary-aged children? 2) What do parents believe children need to learn? 3) What role does the school curriculum have in contributing to healthy sexuality in young children? The data collection involved semi-structured interviews with seven parents whose children were in kindergarten to grade three. Using grounded theory to analyze and code the data, four themes emerged. The first theme, Sexuality Positive Parents, captures the parents’ positive attitude towards sexuality in general, sexuality education in schools, and beginning sexuality education with their children at a young age. The second theme, Sexuality Education: A Team Effort, focuses on how parents understood the teacher’s relationship and collaboration with students and their families, the challenges that sometimes emerge, and the health curriculum as it relates to sexuality education. The third theme, Parents Norm Diversity, describes how they value gender and sexual diversity as a part of sexuality education in primary grades. The fourth theme, The “Value-Free” Sexuality Educator, identifies the kind of teacher that parents imagine might deliver the perfect sexuality education. The analysis reveals that although the research participants were supportive of sexuality education, they also raised some concerns related to the quality of sexuality instruction in schools. Notably, they had apprehensions about potentially conservative values that may be taught in schools, while at the same time recognizing that sexuality education in schools is challenging for many elementary teachers.
Open Access
Making (in)visible: Marginality, neurodiversity and COVID-19 in urban Saskatchewan
(Faculty of Graduate Studies and Research, University of Regina, 2024-07) Knopf, Maren Francesca Savarese; Stewart, Michelle; Carter, Claire; Muhajarine, Nazeem
People with disabilities have been coined invisible citizens during the COVID-19 pandemic. This research responds to the ways people with disabilities and other intersecting marginalities were made invisible during COVID-19 in urban Saskatchewan. Using arts-based participatory this research asks, “what are the practices that worked to invisibilize people with disabilities and intersecting marginalities during the COVID-19 pandemic?” To explore this question the project worked with three community-based organizations and individuals with disabilities in Regina Saskatchewan to unpack stories and truths while co-designing a creative outcome focused on lived experiences of COVID-19. Analysis explores the broader contexts in which people with disabilities were made invisible but includes particular emphasis on four focus areas: housing precarity, mental health, food insecurity and substance use. In doing so, the research is grounded in theoretical underpinnings from queer theory and disability justice. Both of which offer frameworks to examine the systems of compulsory able-bodiedness and heterosexuality that codify ideas surrounding normativity and influence pandemic responses. By telling the often-overlooked stories of people with disabilities, participants asserted that these stories are of importance and are fundamental to a collective understanding of how things happened during COVID-19. In such, the paper discusses how stories and artistic contributions from participants require the development of a radical imagination for post-pandemic futures. Keywords: Neurodiversity, COVID-19, Arts-Based Methods, Intersectionality, Invisibilization, Disability Justice
Open Access
The March of Remembrance and Hope: Critical Pedagogy and Social Justice Activism
(Faculty of Graduate Studies and Research, University of Regina, 2014-12) Strandlund, Nicole Rae; Tupper, Jennifer; Schick, Carol; Montgomery, Kenneth E.; Carter, Claire
The March of Remembrance and Hope is a nine day Holocaust genocide study that takes a diverse group of University students from across Canada to Germany and Poland. Together with survivors, academics, and social workers, the participating students engage in a critical, place-based study of the Holocaust. This thesis explores the experiences of nine individuals, including the researcher, on the 2010 March. Informed by critical theory with its focus on identifying and analysing structures of dominance, power and privilege, the research is attentive to the influence of critical pedagogical practices during the March for participants. More specifically, critical empathy and social justice activism are considered in light of the participants’ stories of their experience. Using qualitative methodology, and drawing on aspects of Indigenous Methodology that value the ethical aims of research and research as being in relation, interviews were conducted with the eight participants and emergent themes identified using an inductive approach to data analysis. Additionally, the researcher’s experiences on the March are highlighted through reflective writing and analysis. Conversations with participants highlight the value of particular pedagogical approaches on the March, including survivor testimony, place-based learning, a pedagogy of discomfort and testimonial reading were meaningful and may have contributed to participants’ heightened commitments to social justice action and their expressions of critical empathy.
Open Access
Monstrosities: Genderfluidity as Art Practice
(Faculty of Graduate Studies and Research, University of Regina, 2017-05) Ferguson, Sarah Jean; Carter, Claire; Streifler, Leesa; Garneau, David; Horowitz, Risa
This paper engages the art conducted for my MFA graduating exhibition, Monstrosities. The assumptions and inscriptions of gender which inform bodily meanings are critiqued. As a genderqueer/trans person, the issue of how to represent my genderfluidity, despite my ‘female’ sexed body and its implications, is all consuming. Art provides a means. The desire to represent myself is the central theme of the work in my exhibition. This paper is divided into nine sections. The first, Autobiography, Queerness, and My Creative Process, relates to the background that informs my art practice. I discuss definitions and the forces which inform and propelled the exhibition, and briefly touch on my creative process. The second section, Artistic Influences, touches on the artists that inspired my project and I discuss the challenges I face when applying their approaches in practice. The third section of my paper explores how theories of melancholia, the abject and the monstrous relate to my art practice and photographs. The fourth section, Monstrosities: An Overview, is a summary of my exhibition and its contents, and future plans. In the fourth section, Beginnings, I discuss the starting point of my art practice. The sixth section, On Queering the Female Body, unpacks key theories that relate to my body and my art, as well as my shifting queer identity. The seventh section, Key Gender Theorists, Inspirations, and Influences discusses key gender theories that I drew from during the creation of my exhibition. The eighth section, Phenomenology and Objects as Inspiration discusses how I chose the objects in my photographs. The ninth section, Queering the Appeal of The Photograph describes my relationship to photography and the camera.
Open Access
Playing the (Policy) Fields: The Lesbian and Gay Movement and the Development of the Modernization of Benefits and Obligations Bill
(Faculty of Graduate Studies and Research, University of Regina, 2016-12) Boiteau, Meaghen Johanna; Dupeyron, Bruno; Carter, Claire; Zarzeczny, Amy; Beland, Daniel
The lesbian and gay rights movement in Canada has a rich history comprised of numerous groups and individuals that worked tirelessly for decades to promote lesbian and gay rights and champion for protections to the community at a number of levels. One of the primary challenges that occurred was in relation to relationship recognition. Throughout the 1970s, 80s, and 90s in Canada, the lesbian and gay movement worked to achieve relationship recognition, challenging the criminal code, human rights protections, and finally full relationship recognition through the Modernization of Benefits and Obligations Act in 2000. Using the theory of fields as outlined by Fligstein and McAdam (2012), this thesis will provide a comprehensive view to understanding select challenges that occurred to key policy fields in order to create the conditions which allowed for the passing of Bill C- 23 in Canada. I address the question of how the lesbian and gay community worked to challenge the policies that supported the Criminal Code and Human Rights frameworks – both of which inform understandings of ‘relationship politics’ – in order to re-define the underlying logic within the strategic action field of ‘relationship politics’, leading to a reconceptualization of it through the passing of Bill C-23 in 2000. In Chapter One, I introduce the lesbian and gay movement in Canada, presenting key achievements the movement made throughout the late-20th century. In Chapter Two, I provide a comprehensive overview of the ‘theory of fields’ as conceptualized by Fligstein and McAdam (2012), specifically how I will utilize their theory in order to explain the ways in which challenger groups and incumbent groups worked to effect change, or maintain the status quo, in relation to the various policy fields that were impacted leading to Bill C-23. In Chapter Three I introduce the field of ‘relationship politics’ that will provide the overview of my primary analysis, situating it in the context of the lesbian and gay movement. In Chapter Four I explore the lesbian and gay movement as a challenger group to ‘relationship politics’, paying close attention to the community mobilization and specific ‘shocks’ to ‘relationship politics’ that the movement was able to take advantage of, which opened up both the policy fields of the criminal code and human rights to lead to Bill C- 23. Finally, in Chapter Five I will focus on the incumbent group, Members of Parliament who were most in control of those policy fields that served to reinforce ‘relationship politics’. I will look at how the incumbent group worked to assert their views of ‘relationship politics’ when debating challenges that came forward, providing a deeper analysis around the specific episodes of contention to the main fields within my analysis. This analysis, while being somewhat unique to the lesbian and gay movement, will provide a framework for understanding how other social movement groups, through collective action and understanding the logic and composition of a variety of policy and public fields, may be able to affect change on a broad scale. The challenge for relationship recognition is somewhat unique in terms of the relative speed with which it came to be implemented, happening within a period of about 30 years. Understanding the numerous spaces through which change occurred, where challenges emerged, and how both challengers and incumbents worked to assert their relative positions, can allow for an understanding as to how other social movements may succeed – or, alternatively, fail – to achieve substantive social and policy change.
Open Access
Producing (White) Teachers: A Geneaology of Secondary Teacher Education in Regina
(Faculty of Graduate Studies and Research, University of Regina, 2012-12) Cappello, Michael Patrick; Schick, Carol; Tupper, Jennifer; McNinch, James; Goulet, Linda; Carter, Claire; Blachford, Dongyan; Dehli, Kari
Thinking about race in education, especially in the multicultural or even “postracial” context of 2012, is not an easy thing. A paradox exists: On the one hand, race is powerfully present in teachers, in teaching, and in school contexts; on the other, teachers, generally, are unable to think about their work and practices in the context of race. This dissertation explores this paradox by asking the following question: How does pre-service teacher education produce teachers as racialized subjects? This dissertation is informed by the Foucaultian methodology of genealogy and poststructural theories of subjectivity. Through genealogy, this work presents a cogent history of secondary teacher education in Regina, Saskatchewan, that is both critical and effective; critical, because it undermines the continuity forced onto teacher education through more traditional history, and effective, because it is focused on exploring the development of particular kinds of subjects. This genealogical analysis examines how White teacher subjectivity is produced through three modes: (a) how the White teacher subject is produced in racialized discourses, especially through notions of racelessness that erase racializing processes even as they are enacted; (b) how the White teacher subject is produced through technologies of power, especially the embedding of technical rationality as the core of teaching; and, (c) how the White teacher subject produces him/herself through techniques of the self, such as clinical supervision and self-reflection. While the analysis traces the production of dominant White subjects through teacher education, poststructural subjectivity allows at least the possibility that changing the discourses and practices might produce different subjectivities. Understanding what else is accomplished in the attempt to train teachers through these technical models is a necessary step in addressing the continuing dominance of White racial identities that schooling seems to perpetuate.
Open Access
Transmisogyny and the Abjection of Girlcock
(Faculty of Graduate Studies and Research, University of Regina, 2021-07) Haines, Cat C.; Carter, Claire; Juschka, Darlene; Marsh, Charity; Salah, Trish
This thesis seeks to construct a theoretical framework around transmisogyny, the intersectional violence and marginalization faced by trans women, trans fem(me)s, and non-binary people assigned male at birth. I explore the ways in which disgust, fear,and anxiety around trans women's bodies, centered around the potential existence of a trans woman's cock (which I call girlcock, and which can be corporeal, or imaginary, as in the case of trans women who have had genital surgery, or who otherwise do not have a penis) casts them as abject - dirty, placeless, and beyond the horizon of discourse. I explore this placelessness in classic feminist and lesbian literature written around sexual difference, which has too often prioritized bodily (and more specifically genital) morphology over the full embodied experiences of gender and sexuality. Next I explore how recent examples of media deploy transmisogyny through the material and metaphorical abjection of trans women on the screen, and through discourses created around the media. Finally, I turn to a documentary pornographic film the portrays a BDSM Dominant/submissive relationship as an example of media that sublimes a trans woman's body and sexuality. Importantly, and in opposition to the first two examples, this documentary creates a place for the trans sub(ject) to exist in both the foreground and the background, and blurs the lines between sexual object, and sexual subject. This thesis seeks to not only examing and challenge the structures of transmisogyny, but to push back against them, and ultimately, sublime trans women's bodies and sexualities through the words of the thesis itself.