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作者 Pensoneau, Sandra L
書名 Gender and sexual identity: A reflexive ethnographic account of learning through drag
國際標準書號 9780542647796
book jacket
說明 233 p
附註 Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1155
Adviser: Lenore Langsdorf
Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2006
Two major approaches to identity include a constitutive approach and a social construction approach. The former subscribes to the notion that various parts of our identities (e.g., gender) are constitutive of our being human; they are that without which we would not be human. The latter subscribes to the notion that persons' identities are multiple and fluid due to their cultural, historic, and social situatedness. That is, our identities (e.g., gender) are constructed through our relationships with other people and the social systems in which we find ourselves embedded at any given point in time. Ethnographers utilize a research method that gives them access to learning how persons of any given cultural group experience their world, including their identities
It is important in critical social research to account for the presence of the researcher. Scholars such as Arthur P. Bochner, Dwight Conquergood, Charlotte Aull Davies, Norman K. Denzin, and Carolyn Ellis all advocate accounting in some way or another for a researcher's positionalities throughout all aspects of the research process. Reflexive ethnography, while employing the basic tenets of ethnographic research (participant-observation, fieldwork, and ethnographic representation), reflects such an orientation. Four interconnected features set up reflexive ethnography as a unique method of social research: (1) the integration of reflexivity; (2) the fluid notions of participant and researcher; (3) connections among a variety of research components; and (4) the use of narrative
I use reflexive ethnography in this dissertation as a way to make sense of small town drag culture as a pedagogical context. Various scholars discuss drag in its relation to gender and sexuality, but few (if any) explore drag for its pedagogical possibilities; that is, I argue, through my reflexive ethnographic work, that drag is a potential pedagogical context wherein participants learn, among other things, the very concepts of gender and sexuality. I further use my ethnographic research to deconstruct the notions of academic and vernacular theory, showing how these two types of theory can exist in conversation with one another about drag as a pedagogical context
School code: 0209
DDC
Host Item Dissertation Abstracts International 67-04A
主題 Speech Communication
Education, Guidance and Counseling
0459
0519
Alt Author Southern Illinois University at Carbondale
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