Ukwaluka Ukusoka A Gender Analysis Of The Symbolism Of Male Circumcision As Perceived By Amaxhosa Men And Women In Clermont Kwadabeka Durban

Master's Thesis from the year 2005 in the subject Sociology - Gender Studies, University of KwaZulu-Natal (Howard College), course: Gender Studies, language: English, abstract: Male circumcision evokes emotive responses with those who either support or oppose the practice. It is an area of human interaction that has remained outside the public arena as a result of cultural taboos, but has increasingly come under public scrutiny due to the deaths of young boys as a result of unhygienic circumcision. Some taboos raise the spectre of death over anybody who dares to divulge the secrets of the ritual to outsiders. Male circumcision has resulted in public debates due to death and fatalities of some boys who undergo the ritual, but not much has been done to investigate the impact that male circumcision has on the social lives of the circumcised living in urban areas. This study investigates some of the reasons for the practice of traditional male initiation rituals by amaXhosa males who reside in Clermont KwaDabeka (Durban); and explores analyses and assesses the social meaning and effects of male circumcision. An analysis is offered about some of the gendered constructions related to sexual pleasure as an effect of male circumcision as perceived by Xhosa men and women living in Clermont-KwaDabeka. The processes involved in circumcision rites for the circumciser and the circumcised are examined in order to establish the context for the study and to extrapolate the processes in order to reflect on the meaning of the ritual. The study highlights the ongoing debate as to whether circumcision may be practiced as a health intervention strategy, and suggests that male circumcision has no impact on the sexual pleasure experienced by women, and concludes that female orgasm (s) is a problematic issue that needs further investigation. The study also conceives male circumcision as a cultural practice, and as a social construction that is gendered. The study recommends further interrogation of the issues pertaining to culture, sex, sexuality, gender, masculinities and male circumcision in order that this will serve as an intervention towards socialization of boys, and help them in making informed decisions before undergoing initiation. Keywords: Ukwaluka; Ukusoka; gender; sexuality; culture; masculinity; sexual pleasure

This volume draws together ethnographies of female initiation rites in Melanesia which require anthropologists to rethink their analysis of initiations and their perceptions of gender. The contributors argue that female initiation rites express more than cultural notions of femininity, narrow definitions of reproduction, or coming of age rituals - instead they play an important role in other life cycle rituals and in the political and economic organization of society.

Seminar paper from the year 2006 in the subject Classic Philology - Latin philology - Medivial and Modern Latin, grade: Gut (B), Indiana University (Department for Classical Studies), course: Readings of Medieval Latin, 6 entries in the bibliography, language: English, abstract: At the council of Clermont, a mixed synod of ecclesiastics and laymen of the Catholic Church, Pope Urban II delivered his most famous address which led thousands of knights and ordinary people to take the cross and march to the East, what is considered to be the begin of the Crusades. Several versions of this famous speech have come to us, and among the most important and most cited versions of the speech are the one of Baldric of Dol and the version of the Gesta Francorum by an anonymous author. By comparing these two versions of the speech we are able to extract the reflections of the speech and the following events by every single author, which is inevitable for answering the question whether the Crusades were a spontaneous response to the Council of Clermont or a long and carefully developed plan for the conquest of the East.

Distinguished multiculturalist Sonia Nieto speaks directly to current and future teachers in this thoughtful integration of a selection of her key writings with creative pedagogical features. Offering information, insights, and motivation to teach students of diverse cultural, racial, and linguistic backgrounds, examples are included throughout to illustrate real-life dilemmas about diversity that teachers face in their own classrooms; ideas about how language, culture, and teaching are linked; and ways to engage with these ideas through reflection and collaborative inquiry. Designed for upper-undergraduate and graduate-level students and professional development courses, each chapter includes critical questions, classroom activities, and community activities suggesting projects beyond the classroom context. Language, Culture, and Teaching • explores how language and culture are connected to teaching and learning in educational settings; • examines the sociocultural and sociopolitical contexts of language and culture to understand how these contexts may affect student learning and achievement; • analyzes the implications of linguistic and cultural diversity for classroom practices, school reform, and educational equity; • encourages practicing and preservice teachers to reflect critically on their classroom practices, as well as on larger institutional policies related to linguistic and cultural diversity based on the above understandings; and • motivates teachers to understand their ethical and political responsibilities to work, together with their students, colleagues, and families, for more socially just classrooms, schools, and society. Changes in the Third Edition: This edition includes new and updated chapters, section introductions, critical questions, classroom and community activities, and resources, bringing it up-to-date in terms of recent educational policy issues and demographic changes in the U.S. and beyond. The new chapters reflect Nieto’s current thinking about the profession and society, especially about changes in the teaching profession, both positive and negative, since the publication of the second edition of this text.