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Purpose: To explore how the use of gender categorizations inform children's preferences of working with others in physical education. Method: Draw, write, and tell procedures were used to elicit the thoughts and feelings of 42 children, across four schools, about their peers and working together in groups. The children, aged between 11 and 13 years, were distributed across 14 focus groups to talk about conditions in group work that they thought facilitated and inhibited their learning. Results: Two meta-themes—(a) classmates and friendships and (b) work intention and trust—emerged from the interview data about their preferences for the ways groups were constituted. The results indicated that these children created or constructed categories of their peers based on gender but using gender-neutral words. Conclusion: Their constructions of working with others in PE contributed to an implicit curriculum consisting of different expectations for the same gender and for other gender groups. [ABSTRACT FROM AUTHOR]

The work intends to analyze the representation of anger in Menandro's comedy and, in particular, the operation of 'typification' of anger in his work, which is linked to the construction of type-characters. We adopt as a theoretical framework some guidelines of the Aristotelian conception of the passions and of social constructivism. In this framework, we maintain that anger in Menander's comedy is traversed by determinations of age, gender and free or slave condition and is presented, above all, as a dominant negative trait of the elderly male citizen and head of the home. [ABSTRACT FROM AUTHOR]

This study explored the gender-fair music education practices of three varying school types (laboratory school, private school, and public school) offering junior high school (JHS) in the National Capital Region. Employing qualitative descriptive research, the researchers collected three types of data (interview, document, and observation/field notes) and subjected them to a two-cycle coding procedure under the lenses of social constructivism and socialist feminism. The results of the study revealed 10 practices, summed up and labeled as GENDER-FAIR, that can be used as foundations to substantiate gender-fair music education in JHS. Qualitative triangulation procedures, in the within-school and crossschool levels, established the validity of the findings. The study acknowledged that educational institutions do their part in promoting and reinforcing gender equality and equity to embrace inclusivity in education. The study suggests that future research endeavors be geared towards the exploration of gender-fair practices in other disciplines and grade levels. [ABSTRACT FROM AUTHOR]

This article examines the social and linguistic functions of word elongation in Palestinian Facebook-mediated communication. Drawing on Ochs' social constructivism and Parrott's classification of emotions, we analyse a 65-discourse corpus of personal interviews using a mixed methods approach. It finds, while there are many similarities in the conventions related to word elongation between male sand females, 75% of the female sample use this practice while 45% of the males said they hardly used it. Word elongation is clearly a feature that characterises female language although its use is not restricted to females. Forty percent of males would use it to indicate that they are angry whereas 45% of females would use abbreviations instead. While 60% of females use word elongation to express positive feelings, 40% of males would use it to communicate positive emotions. The researchers conclude that elongated words reflect a social change in Palestinian society with respect to gender and language. [ABSTRACT FROM AUTHOR]

Copyright of Investigaciones Feministas is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study seeks to explore the career trajectories of Black South African female academics at the University of Kwa-Zulu Natal. Their lived experiences continue to include the political uncertainties of race and gender. Global scholarship on the challenges experienced by Black women in academia is palpable; the South African landscape is distinctive, resultant from the complex intersections of apartheid and the 2004 higher education transformation process. Fourteen in-depth interviews were conducted with 14 black female academics from five different campuses at the University of KwaZulu-Natal in South Africa. They were invited to recount their lived experiences as academics. Notable themes that emerged when examining race and gender included the old boys' network, the leadership paradox of feminised leadership versus the "queen bee" as well as the impact of stress. The theoretical framework that underpins this paper is social constructivism with a specific focus on intersectional theory. The intersectional theory will give context to race and gender identity in the experience of academics. The South African government documents intersectional experiences recorded in legislation that addresses disparities that existed during apartheid; nonetheless, these intersectional experiences of disadvantage are perpetuated. The dimensions of race and gender play a critical role in academia, while transformational legislation is responsible for facilitating gendered targets. These findings seek to provide a tool of support for Black women, as they continue to be exposed to innumerable challenges, including perfunctory appointments, remuneration incongruence and inconsistencies in the apportionment of research funding. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to increase the understanding of the early-stage identity-related information needs of transgender people. Design/methodology/approach: This study draws on social constructivism, queer theory and information practice research. In accordance with the queer phenomenological approach which emphasises lived experiences, data was collected by interviewing 25 individuals who identified as transgender. The data was analysed with a focus on how early-stage information needs are formed into conscious information needs. Findings: The formation of early-stage information needs were conceptualised as a chain including a trigger for information seeking, finding the right words and understanding the experience. Especially the bodily changes starting at puberty were strong causes of discomfort causing friction between the subjects' own gendered body and their gender experience, even leading to gender dysphoria. Finding words to describe the experience played an important role in the process of identity formation. In many cases this was difficult because of the lack of accurate and relevant information. Social implications: Providing information especially of varying transgender experiences is vital for individuals trying to understand and verbalise their gender identity. Originality/value: This study provides an understanding of the early-stage information needs described by transgender people and the process of building identities through disorientation. This study suggests that early-stage information needs are a valid concept to help understand how embodied experiences and the friction between the lived experience and the social world can lead to information seeking. [ABSTRACT FROM AUTHOR]

The second half of the 20th century was dominated by a linguistic approach and the conversion of philosophy into a de/constructivist sociologism. In the field of feminist theories, the sociolinguistic paradigm advanced from the incorporation of "gender" as a hegemonic category to the transgender dissolution of the sexual and its culmination in the queerization of feminism and the elimination of women as ontological subjects. Conversely, the 21st century has focused on the collapse of discursive postmodernity, with the ontological certainty of the real in its consistency, irreducible to discourses, texts, interpretations, economic relations and bio-technological norms. Within the framework of the so-called new speculative or realistic turn, the following pages will attempt to re-ontologize the female sexual difference outside the false dualist dichotomy between essentialism and anti-essentialism or substantialism and nominalism to which it has postmetaphysically been forced. [ABSTRACT FROM AUTHOR]

The article demonstrates and discusses the use of gender norms in visual communication to underline the responsibility of designers in the process of social construction of gender identities (female/male) in society and, more importantly, their power to rethink, transform, and challenge normativity. The research uses qualitative methods, semiotics, and critical discourse analysis to examine the visual and aesthetic codes used to distinguish feminine products from masculine (targeted for her, for him, or all) in different market areas. The study illustrates the implications of the gender codes identified (such as the chromatic and treatment aspects, figurative and textual elements) and how they operate in the design process, comparing them with the visual codes chosen by design students on a questionnaire on gender languages in design. Hoping to foster the gender sensitivity of designers, the research suggests changes to promote equality, diversity, and inclusion in design, starting with self-reflection. [ABSTRACT FROM AUTHOR]

The article presents an essay on French writer Christine Delphy's views on gender, social hierarchy, and French materialist feminism. It talks about constructivist materialism and social classes for women. The article talks about Saussurean semiotics as per linguist Ferdinand de Saussure. Also discussed is the oppression of women, patriarchy, and materiality of sex.

Sally Haslanger is a 'debunking' social constructivist, but when it comes to sex, she defends a refined realist view. The debunking project aims at showing how some presumably natural kind actually is a social kind. In defining what it is to be, e.g., a woman, we must make reference to social factors. These tunes are familiar. But how does Haslanger conceive of sex? And why ought we not to not debunk sex as well as gender? Since Haslanger defines gender in terms of sex, and criticizes other constructivists for going too far with their constructivist claims, she ought to make some important difference between gender and sex. And so she seems to do. She argues that the sexes are two objective natural types of bodies, while the genders - man and woman - are social types. Nevertheless, since the rationale for our current sex categories is pragmatic or social according to Haslanger, it is possible to debunk sex - in some sense - also within her theory. Many feminists and queer theorists believe that a pluralistic system of sex would be less damaging than our actual division into males and females. If they are right, then there are strong political reasons for debunking sex, too. [ABSTRACT FROM AUTHOR]

Genetic determinists about gender think that gender differences are a result of biologically, hard-wired differences between the sexes reflecting differential sets of attributes maximizing fitness in human pre-history. Radical social constructivists about gender deny that it has any biological basis. I explore a moderate version of social constructivism - genetically constrained constructivism - about gender tied to a socio-biological approach to gender differences. On this view biological factors interact with non-biological factors to determine gender. My aim is not to defend this view, but to show that it can accommodate social constructivists' main worries about the normative and political implications of genetic determinism about gender, viz.: that it falsely represents gender differences as unavoidable; that it embodies stereotypical conceptions of women and men; that it suppresses the possibility of individuals who are neither happily classified as men, nor as women; and that it canvasses constraining scripts about how individuals ought to live their gendered lives. Ultimately, those of us who share these worries should welcome a reconciliation of genetically constrained constructivism and the normative concerns the worries just mentioned reflect, since it implies that the latter does not hang on the failure of the socio-biological research programme. [ABSTRACT FROM AUTHOR]

In this essay, I argue that the concept of masculinity that was first developed in Bateson's Naven, his 1936 monograph about ritual and society among the Iatmul, a New Guinea people, was an originary moment for the constructivist position that has come to hold sway, not only over masculinity studies in Melanesia in specific, but over masculinity studies in general. My thesis, however, advances a more definite claim: Bateson's prescient view of gender did not come to theoretical maturity in masculinity studies, either areally, or more broadly defined, for another 50 years, when it was given new articulation by Marilyn Strathern in The Gender of the Gift (1988). In order to make the connection I see between these two books, I first reread Bateson's argument in Naven with regard to its view of Iatmul masculinity. I then turn to Marilyn Strathern's conception of gender in Melanesia, again with an emphasis on masculinity. After discussing my claim that the one gave rise to important dimensions of the other, I conclude by briefly defending that assertion against a methodological challenge, that of Whig interpretation, which is inevitably raised against this kind of intellectual history. [ABSTRACT FROM AUTHOR]

To integrate the researcher's subjectivity into the interpretation process of interview material is useful. We learn about hidden structures of the field and the latent meaning of the social actions and self-interpretations of the field members. This is exemplified by interpreting an interview sequence taken from a qualitative prison study in Germany – an example with a significant enactment that occurs in the context of gender difference. The (inter)subjective meaning of gender is investigated by two different methodologies: interactionist and psychoanalytic. Whereas the research results can be integrated easily, the theoretical conceptualization of researcher subjectivity cannot. This challenge can be taken up in future discussions on psychoanalysis and social constructivism.Psychoanalysis, Culture & Society (2008) 13, 316–324. doi:10.1057/pcs.2008.19 [ABSTRACT FROM AUTHOR]

Grounded in a narrative inquiry study of traditional-aged lesbian college students' perceptions of the relationships among their multiple social identities, this article explores implications of queer theory in practice with college students. This case study examines the emancipatory impact of queer notions and a queer theoretical framework on one of the study participant's evolving perceptions of her sexual, gender, and ethnic identities, and discusses the broader implications of queer theory in higher education and student affairs practice. [ABSTRACT FROM AUTHOR]

Analyzes the effects of gender ideologies on patterns of humanitarian action and the extent to which these patterns promote or inhibit the protection of civilians. Comparison between gender constructivism and international relations (IR) feminism; Incorporation of gender and feminist theory within the discipline of IR; Distinction between feminist empiricism and gender constructivism.

Copyright of Swiss Journal of Sociology / Schweizerische Zeitschrift für Soziologie is the property of Sciendo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article suggests an approach to representation – simultaneously constructivist, sociocultural, and interpretive – that can address the complementary roles of culture and individual agency in development. The necessary starting point is to recognize, following Durkheim, that collective representations are an irreducible reality sui generis and play a constitutive role in the formation and structuring of individual representations. Development must be understood as a genuinely dialectical process that includes the active appropriation (not just passive absorption) of collective representations through various modes of socially structured symbolic action. This requires both distinguishing and grasping the interplay of three analytical levels: individual, relational or interactional, and collective. Piaget’s work is shown to offer an instructive case of how promising tendencies in this direction have become derailed. The authors also offer a concrete illustration of one line of research informed by the kind of theoretical approach advocated here. [ABSTRACT FROM AUTHOR]

While primary and secondary teachers are legally required to adhere to inclusion guidelines for students experiencing disabilities, instructors in higher education have had more leeway to operate under a more traditional paradigm which can marginalize rather than include students in the classroom. Furthermore, students experience exclusion for reasons other than and in addition to disabilities, including, race, ethnicity, language, gender, and sexual orientation. Inorderto advance inclusion for all students in the higher education classroom, we propose integrating universal design, culturally sustaining pedagogy, and constructivist approaches to teaching and learning. We aim to not only forward an integrative theoretical framework for inclusive pedagogy grounded in a constructivist perspective, but to also provide practical strategies that promote a more inclusive undergraduate classroom. [ABSTRACT FROM AUTHOR]