title: Accompanied by suspicion: An ethnographic account of negotiating gender tensions and positioning in counselling practice and researching child sexuality

authors: Flanagan, Paul G.

abstract: This chapter presents my experience of journeying into research on the contentious area of sexuality in childhood.  Reflecting on experiences from professional, personal and academic contexts, I expose occasions of discomfort, unease and public questioning of my integrity – because I am male, and because of the sensitive subject area of this research: children and sexuality. Revealing a number of discursive contexts (not only am I male, but my counselling practice has largely been with children and in the area of child sexual abuse and child sexual activity) the question is boldly presented – how do I balance gender tensions and positionings?  I recognise that gender tensions are an appropriate challenge within a research and public media gaze that calls for accountability for the extent and dominance of child and sexual abuse perpetrated by males. Responding to and within constraints of others’ perceptions and maligning remarks, I acknowledge that questions of gender and safety are appropriate and hold value for me, about how I step into researcher positioning taken up in this study. A sense of advocacy and social justice underpins my commitment to this research making suspicion an uncomfortable but valuable participant to negotiate in this process.

text: Accompanied by suspicion: An ethnographic account of negotiating gender tensions and positioning in counselling practice and researching child sexuality This chapter presents my experience of journeying into research on the contentious area of sexuality in childhood.  Reflecting on experiences from professional, personal and academic contexts, I expose occasions of discomfort, unease and public questioning of my integrity – because I am male, and because of the sensitive subject area of this research: children and sexuality. Revealing a number of discursive contexts (not only am I male, but my counselling practice has largely been with children and in the area of child sexual abuse and child sexual activity) the question is boldly presented – how do I balance gender tensions and positionings?  I recognise that gender tensions are an appropriate challenge within a research and public media gaze that calls for accountability for the extent and dominance of child and sexual abuse perpetrated by males. Responding to and within constraints of others’ perceptions and maligning remarks, I acknowledge that questions of gender and safety are appropriate and hold value for me, about how I step into researcher positioning taken up in this study. A sense of advocacy and social justice underpins my commitment to this research making suspicion an uncomfortable but valuable participant to negotiate in this process.

year: 2015

title: Mo(ve)ments in the academic supervision relationship: Ethics in practice

authors: Kotzé, Elmarie

subjects: academic supervision

abstract: The context of the article is a supervisory relationship between an academic supervisor and a student-researcher and an ethic of risk within the research and supervision. Focus: The challenges for supervisor and student, and thus the supervisory relationship, and the strategies to move beyond the ethical dilemmas encountered in the research project, within an ethic of risk, form the focus of the article. Discussion: This article highlights the moments when a student counsellor/ researcher came to an impasse in transcribing and analysing data generated in an auto-ethnography, and the author, the academic supervisor's responses to these difficulties. The use of specific knowledge, skills and strategies in the supervisory relationship opened space for agency and movement within these moments of impasse. Text work and researcher identity work was facilitated through the use of particular listening skills and narrative therapy informed questions.

text: Mo(ve)ments in the academic supervision relationship: Ethics in practice The context of the article is a supervisory relationship between an academic supervisor and a student-researcher and an ethic of risk within the research and supervision. Focus: The challenges for supervisor and student, and thus the supervisory relationship, and the strategies to move beyond the ethical dilemmas encountered in the research project, within an ethic of risk, form the focus of the article. Discussion: This article highlights the moments when a student counsellor/ researcher came to an impasse in transcribing and analysing data generated in an auto-ethnography, and the author, the academic supervisor's responses to these difficulties. The use of specific knowledge, skills and strategies in the supervisory relationship opened space for agency and movement within these moments of impasse. Text work and researcher identity work was facilitated through the use of particular listening skills and narrative therapy informed questions.

year: 2013

title: Editorial: Culturally responsive research and pedagogy

authors: Kostogriz, Alex

abstract: This special and extra issue of English Teaching: Practice and Critique had its origins in an international symposium held in the Faculty of Education at the University of Waikato in November, 2010. The Faculty had already established a tradition of hosting conferences on the theme of language, education and diversity, which had been organised in 2003 and 2007 with input from the Departments of Arts and Language Education, Applied Linguistics and representatives from tainui iwi, and in recognition of the University of Waikato’s strengths in respect of bicultural and multicultural education. In 2010, the thematic focus shifted from a specific focus on language to a broader.

text: Editorial: Culturally responsive research and pedagogy This special and extra issue of English Teaching: Practice and Critique had its origins in an international symposium held in the Faculty of Education at the University of Waikato in November, 2010. The Faculty had already established a tradition of hosting conferences on the theme of language, education and diversity, which had been organised in 2003 and 2007 with input from the Departments of Arts and Language Education, Applied Linguistics and representatives from tainui iwi, and in recognition of the University of Waikato’s strengths in respect of bicultural and multicultural education. In 2010, the thematic focus shifted from a specific focus on language to a broader.

year: 2011