title: Defamiliarizing heavy-contact sports: A critical examination of rugby, discipline, and pleasure

authors: Pringle, Richard

subjects: sports

abstract: Pleasure can be regarded as a productive force in the constitution of the social sig-nificance of sport and desiring sport subjects. The organization and use of sport plea-sure has been a relatively marginalized topic of examination. To promote and examine sport pleasure, I conducted semistructured interviews with seven passionate rugby players. Transcripts were analyzed via Foucauldian theorizing and revealed the inter-twined workings of technologies of dominance and self in the constitution of rugby pleasures. As a strategy to defamiliarize and disrupt habitual and uncritical accep-tance of rugby aggression, I argued that rugby pleasures were akin to sadomasochism. Rugby can be understood as a taboo-breaking game associated with transparent rela-tions of power connected with the pleasure induced from physical domination and the fear of pain.

text: Defamiliarizing heavy-contact sports: A critical examination of rugby, discipline, and pleasure Pleasure can be regarded as a productive force in the constitution of the social sig-nificance of sport and desiring sport subjects. The organization and use of sport plea-sure has been a relatively marginalized topic of examination. To promote and examine sport pleasure, I conducted semistructured interviews with seven passionate rugby players. Transcripts were analyzed via Foucauldian theorizing and revealed the inter-twined workings of technologies of dominance and self in the constitution of rugby pleasures. As a strategy to defamiliarize and disrupt habitual and uncritical accep-tance of rugby aggression, I argued that rugby pleasures were akin to sadomasochism. Rugby can be understood as a taboo-breaking game associated with transparent rela-tions of power connected with the pleasure induced from physical domination and the fear of pain.

year: 2009

title: What a Queer Place Is School!?

authors: lisahunter

subjects: curriculum

abstract: Schools are queer places. Who would have thought that a book focusing on gender and sexual diversity in schools would even be necessary today? But in a time where education seems to have regressed in its liberalism, coupled with increased accessibility to information and knowledge, Elizabeth Meyer's Gender and Sexual Diversity in Schools: An Introduction is timely for entry-level readers in the field of education and sex, gender, and sexuality.

text: What a Queer Place Is School!? Schools are queer places. Who would have thought that a book focusing on gender and sexual diversity in schools would even be necessary today? But in a time where education seems to have regressed in its liberalism, coupled with increased accessibility to information and knowledge, Elizabeth Meyer's Gender and Sexual Diversity in Schools: An Introduction is timely for entry-level readers in the field of education and sex, gender, and sexuality.

year: 2012

title: The intergenerational perpetuation of achievement messages in whānau

authors: Southey, Kim Marie

subjects: Maori

abstract: The current research is an open exploration of achievement messages that are carried from generation to generation in whānau, in relation to the mainstream education system of Aotearoa. Participant groups comprised of two to three generations within each whānau. A maximum of eight whānau will be asked to participate. A series of continuous conversations will be held with each member of the whānau, reminiscent of the narrative approach, but most recently described as a methodology that allows for ensuring that data is collected in its fullest form.
Differing views about achievement and how it is negotiated within whānau will be explored; along with issues on what, and who, within whānau are the most predominant indicators of achievement views. Detracting from an ethnocentric view of scholastic ability (a common marker for achievement) is done through abandoning mainstream ideals. This research favours an open exploration approach allowing for differing values about what constitutes achievement, and what context achievement is based in. Outcomes of the research are intended to show patterns within whānau and among Māori on the mainstream school system, and how this system has contributed to achievement messages. The positive or negative nature of the contribution from mainstream education is highly important and relevant to further research goals, including the ability to use outcomes to suggest social change in education provision for Māori.

text: The intergenerational perpetuation of achievement messages in whānau The current research is an open exploration of achievement messages that are carried from generation to generation in whānau, in relation to the mainstream education system of Aotearoa. Participant groups comprised of two to three generations within each whānau. A maximum of eight whānau will be asked to participate. A series of continuous conversations will be held with each member of the whānau, reminiscent of the narrative approach, but most recently described as a methodology that allows for ensuring that data is collected in its fullest form.
Differing views about achievement and how it is negotiated within whānau will be explored; along with issues on what, and who, within whānau are the most predominant indicators of achievement views. Detracting from an ethnocentric view of scholastic ability (a common marker for achievement) is done through abandoning mainstream ideals. This research favours an open exploration approach allowing for differing values about what constitutes achievement, and what context achievement is based in. Outcomes of the research are intended to show patterns within whānau and among Māori on the mainstream school system, and how this system has contributed to achievement messages. The positive or negative nature of the contribution from mainstream education is highly important and relevant to further research goals, including the ability to use outcomes to suggest social change in education provision for Māori.

year: 2003