The document summarizes the SANAM Phase – II fellowship on understanding masculinities held in Nepal from July 2-8, 2011. It describes how Phase – II continued exploring concepts of masculinity introduced in Phase – I through presentations and discussions led by a panel of mentors from South Asia. Twenty-six participants then presented on topics related to masculinity in their countries, such as its influence on violence, media portrayal, and LGBT issues. The fellowship aimed to further the fellows' understanding of masculinity and its social impacts within South Asian cultures.
Women Studies in Academic Disciplines: 6
Disciplining the Disciplines
- Prof. Maithreyi Krishnaraj
Transgression versus Transcendence an Analysis of 54
Dynamics of Women’s Sexuality in the Indian Epics
Rāmāyaṇa and Mahābhārata
- Dr. Sarla Santwani
Women, Work and Empowerment: 70
A Case Study of the IT Sector
- Priyanka Dwivedi
The promise of the #MeToo movement for preventing and 83
reporting sexual harassment
- Dr. Linda Lane
Contribution of Socio-Cultural Factors in 96
Crime against Women
- Dr. Jasmine Damle
Identities and Negotiations between Women Householders and 113
Domestic Workers: A Case Study of Select Areas of Aligarh
- Dr. Tauseef Fatima and Dr. Shafey Anwarul Haque
Workplace Discrimination against Women in 130
the Formal Sector: Bias in the Quality of Work in
the Metropolitan Cities of India
- Dr. Sampriti Biswas
BOOK REVIEW
Political Feminism in India an Analysis of Actors, 152
Debates and Strategies
- Dr. Shital Tamakuwala
Women’s Employment: Work in Progress 156
- Ms Damyanty Sridharan
STATEMENTS
AIDWA and FAOW 158
SC judges in matter of Complaint of 158
sexual harassment against CJI
CHAPTER ONE But Im Not Gay What Strainht Teachers .docxchristinemaritza
CHAPTER ONE
"But I'm Not Gay": What Strainht
Teachers Need to Know about
Qyeer Theory
Elizabeth]. Meyer
Introduction
Most scholars and educators steer clear of queer theory because the word
"queer" has a long history of being a pejorative term for gays and lesbians or
anyone perceived to be different. What many people do not understand is that
in the past twenty years, this term has been actively under reconstruction and
has been infused with new meanings and applications. Although "queer" is still
often used with the intent to harm, in scholarly contexts it has come to repre
sent new concepts that, when applied in the school setting, can have a libera
tory and positive influence on the way schools work today.
Another common misunderstanding about queer theory is that it is a syno
nym for gay and lesbian studies. Although queer theory emerged from the
work of scholars in this field, it has evolved to become much more broad and
encompassing than gay and lesbian studies. Queer theory goes beyond explor
ing aspects of gay and lesbian identity and experience. It questions taken-for
granted assumptions about relationships, identity, gender, and sexual orienta
tion. It seeks to explode rigid normalizing categories into possibilities that ex
ist beyond the binaries of man/woman, masculine/feminine, student/teacher,
and gay I straight. Queer theory offers educators a lens through which educa
tors can transform their praxis so as to explore and celebrate the tensions and
new understandings created by teaching new ways of seeing the world. This
chapter will introduce some key tenets of queer theory and describe how the
application of these ideas by all educators can create classrooms that are more
liberatory, inclusive of diversity and socially just.
16 "But I'm Not Gay"
r
The first section describes how the persistence of homophobia and the re
lated tool of sexism in schools harm everyone in the community and how the
most basic expectation of school safety for all cannot be attained until these
issues are addressed. The second section describes how gender codes work to
limit the opportunities available to students and teachers in schools and soci
ety. The third section addresses the concepts of language and discourse and
how understanding this form of power is essential to understanding how to
transform school cultures. The fourth section explains several of the key ideas
in Queer Theory that are most relevant to educators working in schools today.
Finally, this chapter concludes with a brief summary of key points and a de
scription of how queer theory and an application of queer pedagogies can
move schools toward being more liberatory, inclusive, and socially just.
The Harmful Effects of Homophobia and Heterosexism
In recent years there has been growing attention paid to the important issue of
violence in schools. The issue of bullying and harassment is one aspect ...
Attitudes towards women among college students in urban Indiaiosrjce
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
The Study on “Psycho-Social Analysis of Religious Impact on Muslims Behaviour...inventionjournals
: The paper illustrates the role of religion in shaping the educational behaviour of people, especially Muslims, in rural Karnataka. Rural society is relatively much influenced by religion. Religious ethos plays a significant role in determining the social conditioning of human beings. The paper draws attention towards the educational trends among rural Muslims in the State of Karnataka in India. The paper is empirically rich where it explains the demographic profile of sample villages of Davanagere district. Five villages of five sub-divisions have been studied and an interpretative understanding has been attempted of Maktab (Muslim religious educational institutions) at the village level. It brings to light the educational behaviour of rural Muslims. The paper briefly aims to arrive at two points. First, parents realize the importance of modern education which is the need of the day, but at the same time they are not ready to leave their religious education. Rural Muslim population is inclined to adopt the curriculum which is the combination of both modern and traditional elements. Muslim religious educational institutions that have introduced modern subjects have attracted larger chunk of students although government schools have offered several incentives in various forms.
This is a North Central University course (EDR 8205) assignment: Ethnographic Research. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Women Studies in Academic Disciplines: 6
Disciplining the Disciplines
- Prof. Maithreyi Krishnaraj
Transgression versus Transcendence an Analysis of 54
Dynamics of Women’s Sexuality in the Indian Epics
Rāmāyaṇa and Mahābhārata
- Dr. Sarla Santwani
Women, Work and Empowerment: 70
A Case Study of the IT Sector
- Priyanka Dwivedi
The promise of the #MeToo movement for preventing and 83
reporting sexual harassment
- Dr. Linda Lane
Contribution of Socio-Cultural Factors in 96
Crime against Women
- Dr. Jasmine Damle
Identities and Negotiations between Women Householders and 113
Domestic Workers: A Case Study of Select Areas of Aligarh
- Dr. Tauseef Fatima and Dr. Shafey Anwarul Haque
Workplace Discrimination against Women in 130
the Formal Sector: Bias in the Quality of Work in
the Metropolitan Cities of India
- Dr. Sampriti Biswas
BOOK REVIEW
Political Feminism in India an Analysis of Actors, 152
Debates and Strategies
- Dr. Shital Tamakuwala
Women’s Employment: Work in Progress 156
- Ms Damyanty Sridharan
STATEMENTS
AIDWA and FAOW 158
SC judges in matter of Complaint of 158
sexual harassment against CJI
CHAPTER ONE But Im Not Gay What Strainht Teachers .docxchristinemaritza
CHAPTER ONE
"But I'm Not Gay": What Strainht
Teachers Need to Know about
Qyeer Theory
Elizabeth]. Meyer
Introduction
Most scholars and educators steer clear of queer theory because the word
"queer" has a long history of being a pejorative term for gays and lesbians or
anyone perceived to be different. What many people do not understand is that
in the past twenty years, this term has been actively under reconstruction and
has been infused with new meanings and applications. Although "queer" is still
often used with the intent to harm, in scholarly contexts it has come to repre
sent new concepts that, when applied in the school setting, can have a libera
tory and positive influence on the way schools work today.
Another common misunderstanding about queer theory is that it is a syno
nym for gay and lesbian studies. Although queer theory emerged from the
work of scholars in this field, it has evolved to become much more broad and
encompassing than gay and lesbian studies. Queer theory goes beyond explor
ing aspects of gay and lesbian identity and experience. It questions taken-for
granted assumptions about relationships, identity, gender, and sexual orienta
tion. It seeks to explode rigid normalizing categories into possibilities that ex
ist beyond the binaries of man/woman, masculine/feminine, student/teacher,
and gay I straight. Queer theory offers educators a lens through which educa
tors can transform their praxis so as to explore and celebrate the tensions and
new understandings created by teaching new ways of seeing the world. This
chapter will introduce some key tenets of queer theory and describe how the
application of these ideas by all educators can create classrooms that are more
liberatory, inclusive of diversity and socially just.
16 "But I'm Not Gay"
r
The first section describes how the persistence of homophobia and the re
lated tool of sexism in schools harm everyone in the community and how the
most basic expectation of school safety for all cannot be attained until these
issues are addressed. The second section describes how gender codes work to
limit the opportunities available to students and teachers in schools and soci
ety. The third section addresses the concepts of language and discourse and
how understanding this form of power is essential to understanding how to
transform school cultures. The fourth section explains several of the key ideas
in Queer Theory that are most relevant to educators working in schools today.
Finally, this chapter concludes with a brief summary of key points and a de
scription of how queer theory and an application of queer pedagogies can
move schools toward being more liberatory, inclusive, and socially just.
The Harmful Effects of Homophobia and Heterosexism
In recent years there has been growing attention paid to the important issue of
violence in schools. The issue of bullying and harassment is one aspect ...
Attitudes towards women among college students in urban Indiaiosrjce
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
The Study on “Psycho-Social Analysis of Religious Impact on Muslims Behaviour...inventionjournals
: The paper illustrates the role of religion in shaping the educational behaviour of people, especially Muslims, in rural Karnataka. Rural society is relatively much influenced by religion. Religious ethos plays a significant role in determining the social conditioning of human beings. The paper draws attention towards the educational trends among rural Muslims in the State of Karnataka in India. The paper is empirically rich where it explains the demographic profile of sample villages of Davanagere district. Five villages of five sub-divisions have been studied and an interpretative understanding has been attempted of Maktab (Muslim religious educational institutions) at the village level. It brings to light the educational behaviour of rural Muslims. The paper briefly aims to arrive at two points. First, parents realize the importance of modern education which is the need of the day, but at the same time they are not ready to leave their religious education. Rural Muslim population is inclined to adopt the curriculum which is the combination of both modern and traditional elements. Muslim religious educational institutions that have introduced modern subjects have attracted larger chunk of students although government schools have offered several incentives in various forms.
This is a North Central University course (EDR 8205) assignment: Ethnographic Research. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
1. Report on SANAM Phase – II
I have been attending a fellowship on “Understanding Masculinities: Culture, Politics and
Social Change” under South Asian Network Addressing to Masculinities (SANAM)
organized by Save the Children, in its regional office Nepal, funded by United Nations
since February 2011 on behalf of HRCBM-YF. SANAM – Fellowship has been divided
into two parts of its curriculum: Phase – I and Phase II. Phase – II is the continuation of
Phase – I. Basically, Phase – II designed for supervising the progress of fellows after
completion of Phase - I.
Phase – II was held in Nepal on 2nd
July to 8th
July, 2011. During the Phase – II a panel of
mentors were exploring their ideas and knowledge on masculinities and inequalities
among the South Asian Countries. It was very challenging to increase expectations from
SANAM. Phase – I described the key concept of masculinities which always subjective
process to connect power, violence, anarchy, etc. Hegemonic idea always dominates the
certain community as cultural force to deprive them. Gender is rational. It is not seen as
an inalienable attribute of the person concerned, but as something that belongs to the role
one play. A conservative value is the ideological statements relationship of biology and
culture. Masculinity refers to socially produced but embodied way of being male. It’s
main manifestation includes manners of speech, behavior, gestures, social interaction and
a division of power of relationship which indicate to perceive patriarchal social system.
The discourse of masculinity as a dominant and supervision gender position is produced
at a number of sites and has specific consequences for women as well as those men who
may not fit into the dominant and valorized models of masculinity. The customary laws
and regulations the state and its mechanisms, family, religious norms and sanctions of
popular culture and the medial perform masculinity at office, schools, public and private
spaces. Masculinity and sexuality is closely related. We had to differ “how do the two
concepts relate”, “homosexuality and masculinity”, “heterosexuality and masculinity”
and “identification of different types of masculinity”.
A list of panel were present: Dr. Kausar S. Khan, Community Health Sections, Aga Khan
University, Pakistan, Poonam Kathuria, India, Maria Rashid, Pakistan, Dr. Sanjay
Srivastava, India, Rahul Roy, India, Dr. Imtiaz, Dhaka University, Habibur Rahaman,
Care – Bangladesh, Laxman Belbase, Save the Children, Pinky, Nepal and Dr. Avijit
Chakraborti, India.
Dr. Sanjay Srivastava, Dr. Avijit Chakraborti, Dr. Kausar S. Khan described the research
methodology and what would be next four months activity in respected fields within the
country. Poonm Kathuria informed the financial procedure during this fellowship.
Laxman Belbase coordinated the whole sessions of Phase – II.
The thematic topic of participant’s power point presentation was:
1. Arsala Kakar, Pakistan – “Masculine effects of Pasto Folk Poetry”
2. Baburam, Nepal – Study of Masculinity in Gander based violence in Dalits in
Nepal
2. 3. Isita Sarma, India – Fractured Staves, Healing Space
4. Miraz, Bangladesh – How Masculinity is constructs to sexual harassment at
school
5. Radha Paudal, Nepal - Understanding Masculinities: Public transportation at
Kathmandu, Nepal
6. Santosh, India – Where are we? Male born TG’s Married to Woman
7. Faruque, Bangladesh – Developing a module on Masculinity and its relevance
with sexual harassment by engaging high school students and teachers
8. Dinesh, Nepal – Exploring of Masculinity among Dalit men and boys
9. Gawhar, Kasmir – The Language of Grieving: Exploring Masculinity in Public
and Familial forms of Grieving
10. Jhuma, Bangladesh – Family Law of Bangladesh: in respect of Masculinity
11. Lopa, Bangladesh – Use ICT, masculinity and enactment of violence: A case
study among young men in Bangladesh
12. Rafique Wassain, Pakistan – Masculinity and Women’s violence: An
Anthropological study in Sindh, Pakistan
13. Santi, Nepal – Exploring the Prevalence of Masculinity in the function of Political
parties in Nepal
14. Ahmed, Pakistan – Expectations and presure of masculinity on Pustoon men
15. Ayesha, Pakistan – Investigation the masculine selves of men in Transnational
Marriage
16. Meet, India – Constructing the impact of Harsh, Dominant Fathering/ Nurturing:
Involved Fathering on Perceived quality of Father daughter relationships and
daughter’s perfections of Masculinity
17. Zaheer Abbas, Pakistan – Exploring Inter linkages between Masculinities and
HIV and AIDS Vulnerability Amongst Truck Driers (A research study)
18. Adeel, Pakistan – How Electronic Media (News and Current Affairs Programs)
Promotes Masculinity
19. Durga Thapa, Nepal – Understanding Masculinities within LGBT Group
20. Gee, India – Transformation (A film on Transgender Masculinity)
21. Parboti Roy, Bangladesh – How Masculinity nationalist project and conflict under
CHT
22. Ravi Jeena, India – Developing of Module for Training the Rural Male youth on
Masculinity
23. Urvija Priyodarshini, India – Exploring Bhakti: as a site of challenging
Hegemonic Masculinity in India
24. Kumar, Nepal – Understanding Masculinity among Street Children of Kathmandu
25. Urvshi, India – Developing a work module book of young men on deconstructing
masculinities and violence
26. Sarah, Pakistan – Kahani Teri Meri – real face of Trans women in Pakistan – a
documentary on Trans women of Pakistan
3. Pictures:
Picture – 1: Panel of Mentors
Picture – 2: Working session: Understanding Masculinity
4. Picture – 3: Presentation of Understanding Masculinity
Picture -4: Power point presentation - Thematic