Suchergebnisse

In this genuine, vulnerable, and deeply personal account, Julie tells her story of getting through the devastation of sexual assault to living a full life in eight sometimes challenging, often bumbling, and occasionally totally delightful steps: Survive, Feel, Rage, Forgive, Pleasure, Eat, Sex, and finally Love. One in six women is the victims of sexual assault; using her own hard-won wisdom, author Julie Peters shows how to heal, regain adn reclaim your whole self.

The gendered subject in the social world -- Critical framing: literature review -- Autoethnography I : Peter -- Autoethnography II : Ghost -- Autoethnography III : Julie -- My accommodation to the social world -- The subject's explication of the social world -- Remaking the social world -- Synthesis and conclusions -- Index

Gender as a social class along with its concomitant heteronormative gender coercion seem to be intransigent across time and cultures. But across these cultures we also see a degree of nonconforming behaviour which very often carries significant multi-dimensions of stigma and risk; because the exception proves the rule, an understanding of gender nonconformity sheds light on the normative operation of gender in society. A Feminist Post-transsexual Autoethnography attempts to demythologise trans and gender diversity by conducting an in-depth critical analysis of the life choices of the autoethnographic subject (the author), who was so uncomfortable with their culturally allocated masculinity that they chose to live an apparently normal female life. The research is post-transsexual in that the subject forgoes passing in their affirmed gender to ensure the integrity of the data. A Feminist Post-transsexual Autoethnography may primarily appeal to students and researchers interested in the Sociology of Gender and Sociology of Trans and Gender Diversity, as well as the broader areas of embodiment and power differentials based on gender, class, nationality, location, temporality, sexuality and gender (non)conformity. This insightful volume may also be of interest to those within the fields Health Promotion and Education, Human Rights, Social Justice and Equity or the Social and Cultural Anthropology of Gender.

Explores the history of legal theatricality from antiquity to the eighteenth-century. It recovers a long tradition of jurisprudential thought about law as a form of theatre, a tradition that ancient, medieval, early modern, and later theorists transmitted across centuries, continually elaborating and reworking it to suit changing conditions.

This title explores the history of legal theatricality from antiquity to the eighteenth-century. It recovers a long tradition of jurisprudential thought about law as a form of theatre, a tradition that ancient, medieval, early modern, and later theorists transmitted across centuries, continually elaborating and reworking it to suit changing conditions.

"Performance" and "performativity" have become central terms in the discussion of legal identity over the past decade or two, and "performance" and "theatricality" figure in a number of theoretical writings on law. This essay reviews these discussions, looking at the ways in which they construe legal performance and assessing what they have to say about its nature, meaning, and consequences for the law. Diagnosing a split in the critical literature between a vision of legal theatricality endemically complicit with the law's authoritarian control of the subject and a vision of it as an agent of liberation from authoritarian subjugation, I identity this split with a longer history of ambivalence about the theatricality of the law. On the one hand, this essay is simply a map of what has been said in the past few decades about legal performance. On the other, it serves as a critical introduction to a longer-term study of the role of legal performance (as both instrument and concept) in the historical production and reception of the law.

Education has been called the "new buffalo" for its potential to contribute to the economic, social, and political well-being of Indigenous peoples in Canada (Stonechild, 2006). Despite gains in education among Aboriginal peoples in Canada, there continues to be gaps in educational attainment. This editors' introduction explores some of the realities underlying educational trends among Indigenous peoples in order to set the stage for the articles in this special edition of the International Indigenous Policy Journal examining educational pathways among Indigenous learners.