title: Foucault, technologies of self, and the media: discourses of femininity in snowboarding culture

authors: Thorpe, Holly Aysha

subjects: foucault

abstract: This article draws on Foucault's concepts of discourse and technologies of self to analyze the relationship between young women and the media. More specifically, it sheds light on the various discursive constructions of femininity in the snowboarding media and examines the conditions under which female snowboarders learn to recognize and distinguish between different types of media discourses. It also examines the different ways in which women act on this knowledge, including the production of their own media forms. The article evaluates sexist discourses in the media and their effects on women's snowboarding experiences and considers women-only media forms as a foundation for wider social transformation. Ultimately, Foucault's unique conceptualization of power enables an account of the mundane and daily ways in which power is enacted and contested in snowboarding culture and allows an analysis that focuses on the female snowboarder as both an object and a subject of media power relations.

text: Foucault, technologies of self, and the media: discourses of femininity in snowboarding culture This article draws on Foucault's concepts of discourse and technologies of self to analyze the relationship between young women and the media. More specifically, it sheds light on the various discursive constructions of femininity in the snowboarding media and examines the conditions under which female snowboarders learn to recognize and distinguish between different types of media discourses. It also examines the different ways in which women act on this knowledge, including the production of their own media forms. The article evaluates sexist discourses in the media and their effects on women's snowboarding experiences and considers women-only media forms as a foundation for wider social transformation. Ultimately, Foucault's unique conceptualization of power enables an account of the mundane and daily ways in which power is enacted and contested in snowboarding culture and allows an analysis that focuses on the female snowboarder as both an object and a subject of media power relations.

year: 2008

title: Teachers’ and students’ attitudes and practices regarding code switching in writing: A study in selected primary schools in St. Lucia.

authors: Auguste-Walter, Berthina

subjects: code switching

abstract: This study was conducted in three primary schools in St. Lucia, a multilingual country situated in the Caribbean. The goal of this research was to investigate teachers’ and students’ attitudes and practices regarding the use of code switching in the academic writing of Grade 5 primary school students. For the purpose of this study code switching is defined as a phenomenon in which speakers [writers] switch back and forth between two separate languages and/or dialects (Schecter & Bayley, 1997). Code switching for bilinguals is “a way of saying that they belong to both worlds, and should not be forced to give up one for the other” (Zentella, 1997, p. 114). There are four major aims in this study. First the study aims to document the nature of code switching in students’ written texts. Second, the study focuses on examining both teacher and student views of Kwéyòl influenced code switching in students’ writing. The third aim is to identify whether acceptance of code switching in students’ written texts can be used positively to support their writing. The final aim is to evaluate the impact of teachers’ feedback on students’ written texts. A mixed-method approach was used to gather data for this research. The teachers’ interview was conducted with three Grade 5 teachers from three different primary schools. Questionnaires were also distributed to the other teachers on staff of each of the three Primary schools involved in this study. Selected students of the Grade 5 classes were part of the focus group interview. The students’ written scripts were also analysed and used during the focus group discussion, where students were able to provide reasons for certain statements in their text which reflected code switching. A thematic approach was used for the data analysis and this provided in depth knowledge of how teachers and students felt about code switching in their writing. A major finding was the teachers’ contradictory responses in terms of their attitudes and practice related to code switching. Some teachers commented that the use of the L1 would have a negative impact on the acquisition of Standard English. The importance of students learning the ‘proper’ structures of Standard English was highlighted as a major factor in assisting students in becoming communicatively competent. Although some teachers held a negative view of code switching practices in students’ writing, others were indeed pleased that some students were able to use their L1 to express their intended meaning. Moreover, the study found important differences in the attitudes between the individual teachers in the three different schools The responses from the teachers also indicated that code switching would be more effective in some genres of writing. This suggests that there is some kind of acceptance of code switching in students’ writing. The majority of the teachers agreed that code switching could be used positively to teach Standard English. However, teachers felt that they needed further information on the phenomenon in order to make informed decisions and assist students more effectively in their writing. There were other responses suggesting that there are positive attitudes towards code switching. What was of great interest was that some of the students’ attitudes mirrored those of their teachers, suggesting that teacher attitudes, beliefs and perhaps school ethos play a major role in changing the attitudes of the most important stakeholders, the children. The research highlighted the effective role that teachers’ attitudes and metalinguistic awareness, or lack of it, play in the language learning classroom, particularly in a multilingual society. Teachers need to be aware of the importance of metalinguistic awareness and should aim at exploring ways to promote language learning among students. This study also makes an important contribution to understanding how attitudes and practices in bilingual contexts and the use of language varieties in second language development are related. In conclusion, the study highlights the urgent need for all stakeholders to work collaboratively to finalise a draft literacy policy and plan document that might support bilingual and/or multilingual development of all students in the linguistically and culturally diverse classrooms.

text: Teachers’ and students’ attitudes and practices regarding code switching in writing: A study in selected primary schools in St. Lucia. This study was conducted in three primary schools in St. Lucia, a multilingual country situated in the Caribbean. The goal of this research was to investigate teachers’ and students’ attitudes and practices regarding the use of code switching in the academic writing of Grade 5 primary school students. For the purpose of this study code switching is defined as a phenomenon in which speakers [writers] switch back and forth between two separate languages and/or dialects (Schecter & Bayley, 1997). Code switching for bilinguals is “a way of saying that they belong to both worlds, and should not be forced to give up one for the other” (Zentella, 1997, p. 114). There are four major aims in this study. First the study aims to document the nature of code switching in students’ written texts. Second, the study focuses on examining both teacher and student views of Kwéyòl influenced code switching in students’ writing. The third aim is to identify whether acceptance of code switching in students’ written texts can be used positively to support their writing. The final aim is to evaluate the impact of teachers’ feedback on students’ written texts. A mixed-method approach was used to gather data for this research. The teachers’ interview was conducted with three Grade 5 teachers from three different primary schools. Questionnaires were also distributed to the other teachers on staff of each of the three Primary schools involved in this study. Selected students of the Grade 5 classes were part of the focus group interview. The students’ written scripts were also analysed and used during the focus group discussion, where students were able to provide reasons for certain statements in their text which reflected code switching. A thematic approach was used for the data analysis and this provided in depth knowledge of how teachers and students felt about code switching in their writing. A major finding was the teachers’ contradictory responses in terms of their attitudes and practice related to code switching. Some teachers commented that the use of the L1 would have a negative impact on the acquisition of Standard English. The importance of students learning the ‘proper’ structures of Standard English was highlighted as a major factor in assisting students in becoming communicatively competent. Although some teachers held a negative view of code switching practices in students’ writing, others were indeed pleased that some students were able to use their L1 to express their intended meaning. Moreover, the study found important differences in the attitudes between the individual teachers in the three different schools The responses from the teachers also indicated that code switching would be more effective in some genres of writing. This suggests that there is some kind of acceptance of code switching in students’ writing. The majority of the teachers agreed that code switching could be used positively to teach Standard English. However, teachers felt that they needed further information on the phenomenon in order to make informed decisions and assist students more effectively in their writing. There were other responses suggesting that there are positive attitudes towards code switching. What was of great interest was that some of the students’ attitudes mirrored those of their teachers, suggesting that teacher attitudes, beliefs and perhaps school ethos play a major role in changing the attitudes of the most important stakeholders, the children. The research highlighted the effective role that teachers’ attitudes and metalinguistic awareness, or lack of it, play in the language learning classroom, particularly in a multilingual society. Teachers need to be aware of the importance of metalinguistic awareness and should aim at exploring ways to promote language learning among students. This study also makes an important contribution to understanding how attitudes and practices in bilingual contexts and the use of language varieties in second language development are related. In conclusion, the study highlights the urgent need for all stakeholders to work collaboratively to finalise a draft literacy policy and plan document that might support bilingual and/or multilingual development of all students in the linguistically and culturally diverse classrooms.

year: 2011

title: Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand

authors: Anderson, Zac Kylie Elizabeth

subjects: educational leadership

abstract: The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in English-medium secondary schools in Aotearoa New Zealand.  It seeks to understand the role these first-time principals play in insitutionalising to depth, educational reform to enable Māori students to pursue their potential as Māori under the Ka Hikitia imperative.  This thesis investigates the type of leadership required to achieve educational reform for Māori learners in Aotearoa, embedded in the inherent promise of the Treaty of Waitangi.
  
This thesis contends these principals contribute to educational reform by bringing criticality to their leadership and embracing an ongoing and iterative process of conscientisation and resistance, leading to transformative praxis.  These principals recognised their role as educators leading pedagogical change in their schools, as well as leading others within their sphere of influence to ultimately change the fabric of society in Aotearoa.  They both learned and led alongside each other, displaying an openness to embracing multiple worldviews with a deeply held moral imperative to eradicate oppression of Māori students.  Such a stance actively creates bicultural spaces within schools, where both Treaty partners can benefit from the principles of the Treaty promises.

text: Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in English-medium secondary schools in Aotearoa New Zealand.  It seeks to understand the role these first-time principals play in insitutionalising to depth, educational reform to enable Māori students to pursue their potential as Māori under the Ka Hikitia imperative.  This thesis investigates the type of leadership required to achieve educational reform for Māori learners in Aotearoa, embedded in the inherent promise of the Treaty of Waitangi.
  
This thesis contends these principals contribute to educational reform by bringing criticality to their leadership and embracing an ongoing and iterative process of conscientisation and resistance, leading to transformative praxis.  These principals recognised their role as educators leading pedagogical change in their schools, as well as leading others within their sphere of influence to ultimately change the fabric of society in Aotearoa.  They both learned and led alongside each other, displaying an openness to embracing multiple worldviews with a deeply held moral imperative to eradicate oppression of Māori students.  Such a stance actively creates bicultural spaces within schools, where both Treaty partners can benefit from the principles of the Treaty promises.

year: 2018