title: ‘No rugby—no fear’: collective stories, masculinities and transformative possibilities in schools

authors: Pringle, Richard

subjects: masculinities

abstract: This paper contributes to the development of a critical pedagogy in physical education (PE) by illustrating how ‘collective stories’ can be used within schools to help raise awareness of the relationships between sport, PE and gendered identities. A collective story, a concept developed by Laurel Richardson, aims to give voice to those silenced or marginalised by dominant cultural narratives and promote transformative possibilities. Within this paper I present a collective story of eight men's school experiences of rugby union to illustrate the difficulty of negotiating comforting stories of self in the face of rugby's cultural dominance within New Zealand. I detail the representational issues associated with constructing the story and my experience of presenting it to school students to assess whether it encouraged an empathetic response and disrupted romanticised ways of conceptualising the links between sport and masculinities. I conclude by discussing how I used the collective story, as a pedagogical tool, to examine the viability of introducing Foucauldian strategies to help students think critically.

text: ‘No rugby—no fear’: collective stories, masculinities and transformative possibilities in schools This paper contributes to the development of a critical pedagogy in physical education (PE) by illustrating how ‘collective stories’ can be used within schools to help raise awareness of the relationships between sport, PE and gendered identities. A collective story, a concept developed by Laurel Richardson, aims to give voice to those silenced or marginalised by dominant cultural narratives and promote transformative possibilities. Within this paper I present a collective story of eight men's school experiences of rugby union to illustrate the difficulty of negotiating comforting stories of self in the face of rugby's cultural dominance within New Zealand. I detail the representational issues associated with constructing the story and my experience of presenting it to school students to assess whether it encouraged an empathetic response and disrupted romanticised ways of conceptualising the links between sport and masculinities. I conclude by discussing how I used the collective story, as a pedagogical tool, to examine the viability of introducing Foucauldian strategies to help students think critically.

year: 2008

title: Unsettling assumptions and boundaries: Strategies for developing a critical perspective about business and management communication

authors: Cockburn-Wootten, Cheryl

subjects: lecture learning groups

abstract: This article describes how a collaborative class strategy and an introductory activity were used to develop students’ thinking about business and management communication. The article focuses on teachers who want to integrate critical perspectives about business communication into their classes. A course ethos, learning groups, and an introductory activity were used to develop students’ thinking about business and management communication. These strategies encouraged collaborative peer learning in a large bicultural/multicultural lecture environment and developed learning relationships typically found in a small class context. In addition, the activities produced ongoing lecture learning groups in which business students could question their “trained incapacities,” boundaries, and assumptions gained from their experiences of communicating and managing relationships during these activities.

text: Unsettling assumptions and boundaries: Strategies for developing a critical perspective about business and management communication This article describes how a collaborative class strategy and an introductory activity were used to develop students’ thinking about business and management communication. The article focuses on teachers who want to integrate critical perspectives about business communication into their classes. A course ethos, learning groups, and an introductory activity were used to develop students’ thinking about business and management communication. These strategies encouraged collaborative peer learning in a large bicultural/multicultural lecture environment and developed learning relationships typically found in a small class context. In addition, the activities produced ongoing lecture learning groups in which business students could question their “trained incapacities,” boundaries, and assumptions gained from their experiences of communicating and managing relationships during these activities.

year: 2011

title: Exploring inequity in access to medications for Type 2 Diabetes in primary care in the Waikato region: Final report

authors: Lawrenson, Ross

abstract: Type 2 diabetes (T2D) is a growing health issue in New Zealand (NZ) that disproportionately affects twice as many Māori as non-Māori and an increasing number of younger people. T2D is associated with a range of microvascular and macrovascular complications, chronic kidney disease and cardiovascular disease (CVD), the latter being the greatest cause of morbidity and mortality in this patient group. However, complications are reduced in patients that have improved glycaemic control. To achieve optimal outcomes and reduce the chance of diabetes-related complications, patients should aim to have their glycated haemoglobin (HbA1c) measurement less than 53 mmol/mol if possible.

Diabetes is primarily managed in primary care, and a number of recent publications suggest that there is considerable inequity in the management of diabetes in New Zealand, particularly for Māori. In an earlier piece of work we have shown that Maori are significantly less likely than non-Maori to be prescribed metformin, but that once prescribed it they are equally likely to have the medication dispensed. This suggests that there may be issues that can be addressed within primary care that are influencing the use of diabetes medications.
Thus, the aim of this small piece of work was to characterise diabetes medication use in a Waikato primary care population, and to report on medication adherence and association with HbA1c levels.

text: Exploring inequity in access to medications for Type 2 Diabetes in primary care in the Waikato region: Final report Type 2 diabetes (T2D) is a growing health issue in New Zealand (NZ) that disproportionately affects twice as many Māori as non-Māori and an increasing number of younger people. T2D is associated with a range of microvascular and macrovascular complications, chronic kidney disease and cardiovascular disease (CVD), the latter being the greatest cause of morbidity and mortality in this patient group. However, complications are reduced in patients that have improved glycaemic control. To achieve optimal outcomes and reduce the chance of diabetes-related complications, patients should aim to have their glycated haemoglobin (HbA1c) measurement less than 53 mmol/mol if possible.

Diabetes is primarily managed in primary care, and a number of recent publications suggest that there is considerable inequity in the management of diabetes in New Zealand, particularly for Māori. In an earlier piece of work we have shown that Maori are significantly less likely than non-Maori to be prescribed metformin, but that once prescribed it they are equally likely to have the medication dispensed. This suggests that there may be issues that can be addressed within primary care that are influencing the use of diabetes medications.
Thus, the aim of this small piece of work was to characterise diabetes medication use in a Waikato primary care population, and to report on medication adherence and association with HbA1c levels.

year: 2021-08-17