The Performance of Gender

2020 ◽  
Author(s):  
Cecilia Busby
Keyword(s):  
Performance Of Gender

Parkour, Masculinity, and the City

2013 ◽  
Vol 30 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Jeffrey L. Kidder
Keyword(s):  
Built Environment ◽  
Urban Environment ◽  
Young Men ◽  
Gender Identities ◽  
The People ◽  
Ethnographic Data ◽  
Performance Of Gender ◽  
Spatial Appropriation ◽  
The City ◽  
A Performance

Parkour is a new, and increasingly popular, sport in which individuals athletically and artistically negotiate obstacles found in the urban environment. In this article, I position parkour as a performance of masculinity involving spatial appropriation. Through ethnographic data I show how young men involved in the sport use the city (both the built environment and the people within it) as a structural resource for the construction and maintenance of gender identities. The focus of my research highlights the performance of gender as a spatialized process.

‘La herida de un hombre no es una novedad’: Gender, violence and performance in Azul y no tan rosa

2020 ◽  
Vol 11 (2) ◽  
pp. 147-152
Author(s):  
Katie Brown
Keyword(s):  
Spanish Language ◽  
Gender Violence ◽  
Performance Of Gender ◽  
And Performance

Azul y no tan rosa was the first Venezuelan film to win the Goya for Best Spanish Language Foreign Film. It was also the first Venezuelan film to feature a kiss between two men, as well as an openly transgender character. At the heart of the film is a scene which cross-cuts between transsexual Delirio performing the 1980s Venezuelan pop hit ‘No soy una señora’ and a vicious homophobic attack. This scene exemplifies the film’s preoccupation with the performance of gender, its denunciation of machista violence, and its call for acceptance of difference.

scholarly journals YouTubing Difference: Performing Identity in Video Communities

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Samara M Anarbaeva
Keyword(s):  
Sense Of Belonging ◽  
Visual Analysis ◽  
Identity Performance ◽  
Specific Community ◽  
Performance Of Gender ◽  
Ethnicity And Race ◽  
Identity And Difference

This study examines women’s performance of gender, ethnicity, and race in a “How-to & DIY” YouTube networks. Through textual and visual analysis, I examine a specific community of ordinary women who participate in the “How-to & DIY” category on YouTube. I look at four women’s YouTube channels, profiles, videos, and comments from their subscribers in order to reveal a deeper sense of what meaning users derive through creating videos on YouTube. I ask the following question: How do women in the YouTube Beauty community perform their identity and difference in their videos? After analyzing the videos and the dialogues, two themes have emerged: a sense of belonging and connectedness, and identity performance at the interface. Underrepresented women go to YouTube to relate to others who are like them, which gives them a sense of belonging and connects them to millions of others who are craving the same connection. Through video blogs, these women perform their gender, race, and identity.

Maps, Text, and Seventh-Graders: A Study of Spatial Learning

1996 ◽  
pp. 3-11 ◽  
Author(s):  
Alisa D. Ramirez ◽  
Patricia Gilmartin
Keyword(s):  
Research Design ◽  
Spatial Learning ◽  
Seventh Graders ◽  
Significant Other ◽  
Seventh Grade ◽  
Performance Of Gender ◽  
Over Time ◽  
Slight Advantage

The research reported here examines the effectiveness of maps in geography text for seventh grade students by asking them to study either the text alone or the text with maps and then answer questions about the material. We also investigate the influences on students' performance of gender, time of testing (immediate or delayed), and kind of knowledge required (memorization versus inference). Results reveal a consistent advantage associated with the presence of maps but not at levels which are statistically significant. Other findings include a slight advantage of females over males (again, not significant), the fact that inference questions are more difficult to answer than those requiring simple memorization, and (not surprisingly) that students' performance declines over time. We offer possible explanations for our findings, including some related to the research design and the fact that our subjects were seventh-graders.

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