Matching Items (2)
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- All Subjects: Food in literature
- All Subjects: postfeminism
- Creators: Daly Goggin, Maureen
Description
Transnational feminist scholars have increasingly recognized the need to interrogate the dominance of the US and the global north in transnational transactions. Chandra Mohanty argues that transnational feminist scholarship needs to “address fundamental questions of systemic power and inequities and to develop feminist, antiracist analyses of neoliberalism, militarism, and heterosexism as nation-state-building projects” (2013, p. 968). Following this call for analyzing power from feminist, anti-racist stances, this dissertation interrogates Title IX as a nationalist discourse with global reach. As a law created in the era of liberal feminism, Title IX still operates today in neoliberal times and this dissertation makes sense of Title IX as an instrument of neoliberalized feminism in transnational sporting contexts. The following three case studies focus on Title IX as it travels across nation-state borders through 21st century ideas of equity, empowerment, and opportunity.
This dissertation begins by exploring at how transnational sporting policy regarding the participation standards of transgender and intersex athletes operates under the neoliberalized feminism of Title IX. It then moves to a discussion of a Sport for Development and Peace (SDP) project--Women Win’s digital storytelling project. In analyzing SDP projects, I map the cultural logics of Title IX’s neoliberalized feminism in the context of training girls and women to record their stories sport participation. Finally, the dissertation connects the context of the first Saudi female Olympians to Oiselle’s branding campaign of Sarah Attar, one of the first Saudi Olympians. It traces her image as an import-export product for the Olympic Committee and Oiselle through equity, opportunity, and empowerment.
Finally, these case studies are bridged by networking the discourses of investing in a girl (commodifying girls becoming autonomous actors through education and economics) to Title IX’s focus on gender equity in order to show how these discourses simultaneously increase and negatively impact participation in sports by women from the global south. Moreover, it offers how future research in women’s transnational sports can more ethically incorporate the standpoint of women from the global south in sport policy, SDP projects, and branding campaigns.
This dissertation begins by exploring at how transnational sporting policy regarding the participation standards of transgender and intersex athletes operates under the neoliberalized feminism of Title IX. It then moves to a discussion of a Sport for Development and Peace (SDP) project--Women Win’s digital storytelling project. In analyzing SDP projects, I map the cultural logics of Title IX’s neoliberalized feminism in the context of training girls and women to record their stories sport participation. Finally, the dissertation connects the context of the first Saudi female Olympians to Oiselle’s branding campaign of Sarah Attar, one of the first Saudi Olympians. It traces her image as an import-export product for the Olympic Committee and Oiselle through equity, opportunity, and empowerment.
Finally, these case studies are bridged by networking the discourses of investing in a girl (commodifying girls becoming autonomous actors through education and economics) to Title IX’s focus on gender equity in order to show how these discourses simultaneously increase and negatively impact participation in sports by women from the global south. Moreover, it offers how future research in women’s transnational sports can more ethically incorporate the standpoint of women from the global south in sport policy, SDP projects, and branding campaigns.
ContributorsStevenson, Paulette (Author) / Daly Goggin, Maureen (Thesis advisor) / Switzer, Heather (Committee member) / Miller, Keith (Committee member) / Arizona State University (Publisher)
Created2016
Description
This dissertation posits that a relationship between a feminist rhetorical pedagogical model and autobiographical theoretical tenets engage students in the personal writing process and introduce them to the ways that feminism can change the approach, analysis, and writing of autobiographical texts. Inadequate attention has been given to the ways that autobiographical theory and the use of non-fiction texts contribute to a feminist pedagogy in upper-level writing classrooms. This dissertation corrects that by focusing on food memoirs as vehicles in a feminist pedagogical writing course. Strands of both feminist and autobiographical theory prioritize performativity, positionality, and relationality (Smith and Watson 214) as dynamic components of identity construction and thus become frames through which this class was taught and studied. I theorize these “enabling concepts” (Smith and Watson 217) as identity pathways that lead to articulation of identity and experience in written work.
This study posits that Royster and Kirsch’s four feminist rhetorical practices— Critical Imagination, Social Circulation, Strategic Contemplation, and Globalizing Point of View (19)—taken together offer a model for instruction geared to help learners chart identity pathways in the context of one semester of their undergraduate rhetorical education. This model is operationalized through a writing classroom that focused on feminist ideals, using a food memoir, The Language of Baklava by Diana Abu-Jaber, as the vehicle of inquiry. This study offers a starting point for analysis of food memoirs in university writing classrooms by focusing specifically on the ways that students understood and applied the framework, model, and vehicle of the study. This dissertation prioritizes the composition and valuing of individual and communal lived experiences expressed through the articulation of identity pathways. Teachers and scholars can use the knowledge and takeaways gained in the study to better support and advocate for the inclusion of the students lived experiences in writing classrooms and pedagogy.
This study posits that Royster and Kirsch’s four feminist rhetorical practices— Critical Imagination, Social Circulation, Strategic Contemplation, and Globalizing Point of View (19)—taken together offer a model for instruction geared to help learners chart identity pathways in the context of one semester of their undergraduate rhetorical education. This model is operationalized through a writing classroom that focused on feminist ideals, using a food memoir, The Language of Baklava by Diana Abu-Jaber, as the vehicle of inquiry. This study offers a starting point for analysis of food memoirs in university writing classrooms by focusing specifically on the ways that students understood and applied the framework, model, and vehicle of the study. This dissertation prioritizes the composition and valuing of individual and communal lived experiences expressed through the articulation of identity pathways. Teachers and scholars can use the knowledge and takeaways gained in the study to better support and advocate for the inclusion of the students lived experiences in writing classrooms and pedagogy.
ContributorsBruce, Kayla Ann (Author) / Daly Goggin, Maureen (Thesis advisor) / Boyd, Patricia (Committee member) / Long, Elenore (Committee member) / Arizona State University (Publisher)
Created2017