title: Sexualisation: Stories of silencing and resistance

authors: Murray, Claire Karen

abstract: Sexualisation is a serious issue. This study has a particular focus on discourses which produce effects of sexualisation for women and girls from a post-structural, autoethnographic position. Theoretical and philosophical positions from Foucault, Butler, Davies, Drewery and Humphreys inform the writing. I also turn to Gavey, in my use of her theory on rape myths to examine the myriad of positions available for people to take up in regard to what constitutes as real rape (2018).

My experiences with sexualisation are storied into ten vignettes to examine some of the possible effects of these discursive positions and to document stories of resistance that have enabled and constrained me to take effective action. The vignettes are ordered to show there are a number of different experiences associated with sexualisation; from sexualising comments through to rape.

I focus the writing on discourse to consider how sex, resistance and power are inextricably linked. Drawing from theories on power, gender, discourse, positioning, resistance, repression and consent have produced a migration of identity away from positioning my(self) as victimised towards that of Justice-Doing and resistance.

Discourse analysis shows some of the effects sexualisation can produce for women and girls. I analyse how the use of particular language has been established through the ongoing production of dominant discursive positions and the effects this can produce for people within an experience. A particular focus for the analysis was to demonstrate the number of positions available to be taken up during an event and the contradictions these positions may produce.

This study presents as Justice-Doing work, because it investigates how discursive practices can produce inequitable effects for women. I argue that producing equitable, discursive positions for women to take up within heterosexual relationships can be complex due to deeply entrenched, historically founded discourses that are/have been available to be taken up by people, places and institutions.

text: Sexualisation: Stories of silencing and resistance Sexualisation is a serious issue. This study has a particular focus on discourses which produce effects of sexualisation for women and girls from a post-structural, autoethnographic position. Theoretical and philosophical positions from Foucault, Butler, Davies, Drewery and Humphreys inform the writing. I also turn to Gavey, in my use of her theory on rape myths to examine the myriad of positions available for people to take up in regard to what constitutes as real rape (2018).

My experiences with sexualisation are storied into ten vignettes to examine some of the possible effects of these discursive positions and to document stories of resistance that have enabled and constrained me to take effective action. The vignettes are ordered to show there are a number of different experiences associated with sexualisation; from sexualising comments through to rape.

I focus the writing on discourse to consider how sex, resistance and power are inextricably linked. Drawing from theories on power, gender, discourse, positioning, resistance, repression and consent have produced a migration of identity away from positioning my(self) as victimised towards that of Justice-Doing and resistance.

Discourse analysis shows some of the effects sexualisation can produce for women and girls. I analyse how the use of particular language has been established through the ongoing production of dominant discursive positions and the effects this can produce for people within an experience. A particular focus for the analysis was to demonstrate the number of positions available to be taken up during an event and the contradictions these positions may produce.

This study presents as Justice-Doing work, because it investigates how discursive practices can produce inequitable effects for women. I argue that producing equitable, discursive positions for women to take up within heterosexual relationships can be complex due to deeply entrenched, historically founded discourses that are/have been available to be taken up by people, places and institutions.

year: 2022

title: A crucible of competition and cooperation: Where do the concepts fit in recreation activity delivery?

authors: Little, Donna E.

subjects: education

abstract: The prevailing use of competitive activities in leisure, sport and recreation continues to inspire debate as people question the value, influence and outcomes of competitive behaviour for participants. In some forums it has been suggested that competition builds character, brings out the best performance in an individual and develops a positive sense of sportsmanship (Butler, 2000; Coakley, 1990). By comparison, others critique the anti-social role of competition, claiming it can simultaneously lead to dissonance, hostility and a divisive desire to win at all costs (Sobel, 1983; Thomson, 2000). Within the general leisure and physical activity field, cooperative games are sometimes presented as the antithesis to this dilemma as it is proposed that cooperation leads to the development of respect, challenge and cohesion (Orlick, 1978; Sutcl if & Patterson, 2001). This study reports on the perceived value and use of competition and cooperation from the perspectives of 20 recreation activity leaders drawn from the fields of sport, outdoor recreation, fitness and community recreation. The findings suggest that both competition and cooperation are valid techniques for achieving positive outcomes if they are used with applied intent, but that many leaders have an under-developed understanding of the use of cooperation as an instructional tool. For many, cooperation is identified purely in a behavioural manner, composed of an observed outcome of client's working together. For others, a more complex approach is evident as cooperation is viewed as a combination of actions and attitudes reflecting empathy, open communication and equity.

text: A crucible of competition and cooperation: Where do the concepts fit in recreation activity delivery? The prevailing use of competitive activities in leisure, sport and recreation continues to inspire debate as people question the value, influence and outcomes of competitive behaviour for participants. In some forums it has been suggested that competition builds character, brings out the best performance in an individual and develops a positive sense of sportsmanship (Butler, 2000; Coakley, 1990). By comparison, others critique the anti-social role of competition, claiming it can simultaneously lead to dissonance, hostility and a divisive desire to win at all costs (Sobel, 1983; Thomson, 2000). Within the general leisure and physical activity field, cooperative games are sometimes presented as the antithesis to this dilemma as it is proposed that cooperation leads to the development of respect, challenge and cohesion (Orlick, 1978; Sutcl if & Patterson, 2001). This study reports on the perceived value and use of competition and cooperation from the perspectives of 20 recreation activity leaders drawn from the fields of sport, outdoor recreation, fitness and community recreation. The findings suggest that both competition and cooperation are valid techniques for achieving positive outcomes if they are used with applied intent, but that many leaders have an under-developed understanding of the use of cooperation as an instructional tool. For many, cooperation is identified purely in a behavioural manner, composed of an observed outcome of client's working together. For others, a more complex approach is evident as cooperation is viewed as a combination of actions and attitudes reflecting empathy, open communication and equity.

year: 2004

title: Level 2 Māori medium programmes: What are the perceptions of parents and students on this form of education?

authors: Hill, Richard Kenneth

subjects: Māori medium

abstract: Māori medium education provides a range of options for families wishing to educate their children through the indigenous language of Aotearoa New Zealand. Level 2 programmes with 51–80% Māori language instruction, can play an important role in supporting students and their Māori language development, yet little is known about these programmes. This project explored the experiences of whānau (families) and students of level 2 Māori medium programmes to gauge the contribution they make to the education of students. It found that this form of education attracts whānau with wide ranging aims and expectations, but offers highly satisfactory educational options for them. However, there are some tensions, particularly in regard to the part they play in lifting students’ Māori language skills. Ensuring graduates of level 2 programmes have a pathway to learn the Māori language beyond primary school was also a cause for concern.

text: Level 2 Māori medium programmes: What are the perceptions of parents and students on this form of education? Māori medium education provides a range of options for families wishing to educate their children through the indigenous language of Aotearoa New Zealand. Level 2 programmes with 51–80% Māori language instruction, can play an important role in supporting students and their Māori language development, yet little is known about these programmes. This project explored the experiences of whānau (families) and students of level 2 Māori medium programmes to gauge the contribution they make to the education of students. It found that this form of education attracts whānau with wide ranging aims and expectations, but offers highly satisfactory educational options for them. However, there are some tensions, particularly in regard to the part they play in lifting students’ Māori language skills. Ensuring graduates of level 2 programmes have a pathway to learn the Māori language beyond primary school was also a cause for concern.

year: 2017