title: Experiencing “the Wrong Kind of Puberty”: Navigating Teenage Years with a Variation in Sex Characteristics

authors: Joy, Eileen

abstract: There are many different variations in sex characteristics, some of which have implications for how the body goes through puberty. This paper draws from critical disability studies and childhood and youth studies to understand the teenage experiences and aspirations of young people with variations in sex characteristics, focusing particularly on navigating puberty. We undertook a reflexive thematic analysis with interview data from 12 young people in England, all assigned female at birth. Our analysis produced a central theme: aspiring to certainty through “fixing” the wrong kind of puberty. Participants experience puberty as a time where things exist on a continuum of rightness and wrongness in comparison with their peers and in relation to their specific variation. We suggest that the neoliberal aspiration to and illusion of bodily control and certainty provides the context within which the medical management of variations in sex characteristics makes sense. Going through medical intervention in relation to a variation in sex characteristics provides a very particular aspirational context for young people. The experience of puberty is intersectionally differentiated for young people with variations in sex characteristics.

text: Experiencing “the Wrong Kind of Puberty”: Navigating Teenage Years with a Variation in Sex Characteristics There are many different variations in sex characteristics, some of which have implications for how the body goes through puberty. This paper draws from critical disability studies and childhood and youth studies to understand the teenage experiences and aspirations of young people with variations in sex characteristics, focusing particularly on navigating puberty. We undertook a reflexive thematic analysis with interview data from 12 young people in England, all assigned female at birth. Our analysis produced a central theme: aspiring to certainty through “fixing” the wrong kind of puberty. Participants experience puberty as a time where things exist on a continuum of rightness and wrongness in comparison with their peers and in relation to their specific variation. We suggest that the neoliberal aspiration to and illusion of bodily control and certainty provides the context within which the medical management of variations in sex characteristics makes sense. Going through medical intervention in relation to a variation in sex characteristics provides a very particular aspirational context for young people. The experience of puberty is intersectionally differentiated for young people with variations in sex characteristics.

year: 2023

title: SQAB 2012:Timing

authors: Shahan, Timothy A.

abstract: This special issue of Behavioral Processes reports the proceedings of the 35th Annual Meeting of the Society for the Quantitative Analyses of Behavior (SQAB) held in Seattle, Washington May 24–26, 2012. The special issue focuses on research that examines the subjective experience of the passage of time. All papers make use of models and theories to frame their research and explanations. Internal clock models of various flavors help frame those discussions. Information processing based models such as Scalar Expectancy Theory (SET; Gibbon, 1977) rely on assumptions about sources of error in a pacemaker-accumulator model of an internal clock. Others such as the Behavioral Theory of Timing (BeT; Killeen and Fetterman, 1988) and Learning to Time (LeT; Machado, 1997) place special emphasis on the role of behavior and associative processes in mediating timing. Other models do not posit pacemaker counter systems, such as the Attentional Allocation Model (e.g., Zakay, 1993) which builds its explanations on assumptions about the competition for attentional resources between temporal and non-temporal tasks. Relative-Coding Hypothesis holds that responding is controlled by the relative value of temporal samples (Molet and Zentall, 2008). The Striatal Beat Frequency Model (e.g., Matell and Meck, 2000) offers a very different sort of model based on cortical activity. One thing in common between these models is that they are called on to help to explain timing behavior by providing a mechanism for action. The collection of papers in this special issue is noteworthy because of the diversity of models, methods, and species that have been used.

text: SQAB 2012:Timing This special issue of Behavioral Processes reports the proceedings of the 35th Annual Meeting of the Society for the Quantitative Analyses of Behavior (SQAB) held in Seattle, Washington May 24–26, 2012. The special issue focuses on research that examines the subjective experience of the passage of time. All papers make use of models and theories to frame their research and explanations. Internal clock models of various flavors help frame those discussions. Information processing based models such as Scalar Expectancy Theory (SET; Gibbon, 1977) rely on assumptions about sources of error in a pacemaker-accumulator model of an internal clock. Others such as the Behavioral Theory of Timing (BeT; Killeen and Fetterman, 1988) and Learning to Time (LeT; Machado, 1997) place special emphasis on the role of behavior and associative processes in mediating timing. Other models do not posit pacemaker counter systems, such as the Attentional Allocation Model (e.g., Zakay, 1993) which builds its explanations on assumptions about the competition for attentional resources between temporal and non-temporal tasks. Relative-Coding Hypothesis holds that responding is controlled by the relative value of temporal samples (Molet and Zentall, 2008). The Striatal Beat Frequency Model (e.g., Matell and Meck, 2000) offers a very different sort of model based on cortical activity. One thing in common between these models is that they are called on to help to explain timing behavior by providing a mechanism for action. The collection of papers in this special issue is noteworthy because of the diversity of models, methods, and species that have been used.

year: 2013

title: Kimihia, rangahaua ngā tikanga heke iho. He taonga huahua e riro mai: Exploring whakapapa as a tool towards a kaupapa Māori assessment framework in early childhood education

authors: Paki, Vanessa Anne

subjects: kaupapa Maori assessment

abstract: This study explores whakapapa as a tool, which can be used as a kaupapa Māori assessment framework in early childhood education, positioning kaupapa Māori theory as a paradigm base underpinning a philosophical and theoretical discourse towards assessment for children's learning. This thesis represents the culmination of a personal and professional journey, derived from the writer's longstanding interest in and commitment to kaupapa Māori early childhood education, and more specifically, philosophies and practices for assessment in this context. The study has canvassed a vast terrain of kaupapa Māori philosophy in its search for a theoretical grounding for a kaupapa Māori assessment framework for early childhood education.
Foundation to the study has been the premise that the notion of whakapapa serves as an overarching philosophical matrix, encompassing the interconnected realms of genealogy, spirituality, and knowledge that precede, surround, and embrace the Māori child. Throughout the thesis, diagrams are employed to demonstrate and model the whakapapa underpinning the conceptualisations being explored. After contextualising the study within a historical overview of the impact of colonisation of kaupapa Māori education and research, it is suggested that a re-examination of key concepts from tikanga Māori will illuminate transformative possibilities applicable to the study's focus on the development of a theoretical base for an assessment tool within kaupapa Māori early childhood settings. Drawing from the literature, the thesis re-positions the view of the Māori child to one of being nurtured within a philosophical construct underpinned and immersed in tikanga such as whakapapa, ira tangata, whanaungatanga, mana and tapu, and ako, providing a strongly Māori theoretical base for the envisioning of the assessment process. The outcome of this study is to propose an assessment framework, which embodies and reflects these core kaupapa Māori philosophies as praxis.

text: Kimihia, rangahaua ngā tikanga heke iho. He taonga huahua e riro mai: Exploring whakapapa as a tool towards a kaupapa Māori assessment framework in early childhood education This study explores whakapapa as a tool, which can be used as a kaupapa Māori assessment framework in early childhood education, positioning kaupapa Māori theory as a paradigm base underpinning a philosophical and theoretical discourse towards assessment for children's learning. This thesis represents the culmination of a personal and professional journey, derived from the writer's longstanding interest in and commitment to kaupapa Māori early childhood education, and more specifically, philosophies and practices for assessment in this context. The study has canvassed a vast terrain of kaupapa Māori philosophy in its search for a theoretical grounding for a kaupapa Māori assessment framework for early childhood education.
Foundation to the study has been the premise that the notion of whakapapa serves as an overarching philosophical matrix, encompassing the interconnected realms of genealogy, spirituality, and knowledge that precede, surround, and embrace the Māori child. Throughout the thesis, diagrams are employed to demonstrate and model the whakapapa underpinning the conceptualisations being explored. After contextualising the study within a historical overview of the impact of colonisation of kaupapa Māori education and research, it is suggested that a re-examination of key concepts from tikanga Māori will illuminate transformative possibilities applicable to the study's focus on the development of a theoretical base for an assessment tool within kaupapa Māori early childhood settings. Drawing from the literature, the thesis re-positions the view of the Māori child to one of being nurtured within a philosophical construct underpinned and immersed in tikanga such as whakapapa, ira tangata, whanaungatanga, mana and tapu, and ako, providing a strongly Māori theoretical base for the envisioning of the assessment process. The outcome of this study is to propose an assessment framework, which embodies and reflects these core kaupapa Māori philosophies as praxis.

year: 2007