Philosophiae Doctor - PhD / This study is about the author, a primary school teacher, who as a teacher-researcher wanted to improve the awareness of HIV/AIDS that has become a major challenge globally and has been on the increase over the past two-and-a-half decades, especially so, in sub-Saharan Africa. This is in spite of an "overflow" of HIV/AIDS information. The thesis documents two action research projects. Both of them are based on an emancipatory action research methodology. It has long been recognised that the HIV/AIDS pandemic requires more than medical attention and that the way in which teachers deal with HIV/AIDS education, especially at primary school level, becomes critical. A fundamental assumption of this study is that teachers play a critical role and are often the main adults, other than family members, with whom young people interact on a daily basis. Teachers can and must play a vital role in the development of valuable behavioural guidelines about reproductive health amongst the youth. This study views teachers, and more so primary school teachers, as important role players in the struggle to come to terms with HIV/AIDS. In reflecting about the HIV/AIDS pandemic, I realised that my classroom practice was characterised by a "culture of silence" when it came to discussing sex and matters concerning sexuality. The study sets out to enhance behavioural change in the way learners think about sex and sexuality and includes a continuous process of self reflection, self-awareness, planning and appropriate action. In Chapter One, I have tried to locate what I would regard as the problem in my teaching. I became increasingly convinced that my classroom practices might well be contributing to a lack of interweaving HIV/AIDS education into curriculum activity, while at the same time, promoting a "culture of silence" when it comes to issues of sex and sexuality. I arrived at this particular point as a result of reflectively looking at my own teaching career, as well as my own historical and schooling background which I felt has impacted on the way I teach. In this chapter I also give a brief historical background of the school where I teach and where I conducted my research. Towards the end of the chapter, I emphasise that teachers, including myself, need to redefine their role so as to empower students by creating the opportunity for their "voices" to be heard. I also explain concepts used in this written account such as "culture of silence" and "transformative intellectuals". In Chapter Two, I address the HIV and AIDS pandemic debate in more detail. I look at the impact of HIV/AIDS on education and how the implementation of an outcomes - based curriculum (C2005) takes up the HIV/AIDS challenge. In addition to this, I attempt to unpack the Western Cape Education Department's plans and policy concerning HIV/AIDS, after which I focus on breaking the HIV/AIDS "culture of silence". Before I conclude the chapter, I critically engage with the idea of the teacher as a researcher and critical change agent in an HIV/AIDS challenged society. In Chapter Three I provide a brief historical background of the development of action research. I point out how Lewin (1948) and Stenhouse's (1975) idea of action research was later taken up further and given a more critical perspective by writers such as Elliott (1985), Hopkins (1985), Walker (1985), Carr & Kemrnis (1986), Grundy (1987), Winter (1989), McKernan (2000), Meerkotter (2002) and McNiff & Whitehead (2006). I start with the defining (with due regard for the pitfalls of definitions) of action research and then focus on the nature and practices of an emancipatory action research approach. In this chapter I also elaborate on the reasons why I have decided on emancipatory action research as the main approach for this investigation. Chapter Four focuses on my first action research project where I set out to hear my students' "voice". And to contribute to the development of their voice to empower them with regard to sex and sexuality issues, a voice reflecting their increasing understanding of the seriousness of the HIV/AIDS pandemic and most of all a "critical voice" as purported by Freire (1972; 1980), Giroux (1988; 1991) and McLaren (1991; 2006). My second action research project "Checkmating HIV/AIDS", which is described in detail in Chapter Five, is a continuation of the first action research project where I tried to break down the "culture of silence" concerning HIV/AIDS and sex and sexuality in my classroom. On reflecting about the first project, I realized that awareness alone was not going to be enough to take up the HIV/AIDS prevention challenge. Infusing awareness with action was my next step, and sport, being a rallying point on our country's Transformation and Nation Building agenda became the ideal educational tool for this process. For successful prevention, individuals must be able to make decisions to protect themselves. In the second project I focus specifically on one code of sport, namely chess. In this second project, I set out to discuss the potential of using this code of sport to take up the HIV/AIDS challenge. Chapter Six is the concluding chapter. The question posed is: Can we ever win the battle against HIV/AIDS? Is it possible to change the way we think about sex and matters concerning sexuality? Thereafter the concept of change is interrogated and "clarified" in the context of my study. This is followed by looking at the two projects, and I specifically focus on whether these projects had been liberatory or transformative. I then address the issue concerning teachers as "transformative intellectuals" and teacher researchers and conclude by proposing emancipatory action research as a "vehicle" for change. Too often the response to the pandemic produces plans that list endless interventions. I strongly recommend that further research relating to the role of sport in education, with specific reference to HIV/AIDS, be prioritised. The argument being that sport, recreation and play are increasingly elements of development programmes around the world, contributing to the well-being, health and education of children and young people. If chess can contribute to checkmating HIV/AIDS and basketball to dunking HIV/AIDS then a big code such as soccer can definitely contribute to "dribbling" and "tackling" the HIV/AIDS pandemic. Especially, in view of the fact, that South Africa is hosting and showcasing the soccer world cup of 2010.

This study analyzes how preschool teachers describes gender and equality in a preschool setting, how they describe their equality work in preschool activities and how this has changed over time. With a discourse analysis and a feminist poststructualist perspective, interviews with preschool teachers were held. The results show that there are several dominant discourses about gender and equality active in preschool at the same time. In addition, these can clash with each other. The result also highlights preschool teachers’ stories where children are seen as individuals, regardless of their gender and how the view of children and their childhood has changed over time. The preschool has a complex practice where many subjects are included due to the Swedish curriculum, LPFÖ 18. This study focuses on this dilemma and how it can affect children’s opportunity for learning and development on equal terms.

While sorting through my experiences as a student teacher, my research question has shifted from “How can teacher education be improved?” to “How is teacher education represented?” I am interested in the juxtaposition of these two inquiries, and use them not to suggest pedagogical rules, but to draw attention to the kinds of spaces such a juxtaposition opens up. The shift in my research question is influenced by the discursive turn—the movement from social justice theories to poststructuralist theories, from theories based on experience to theories based on discourse. Questions of representation are the focus not only of poststructuralist theories but also of psychoanalytic theories, or theories of the unconscious, and both theories acknowledge that representations of reality are excessive: they contain more and less than that which they represent (Orner et al., 2005). The concept of excess enables me to make sense of moments in my teacher education program that could not be contained by dominant educational discourses of knowledge, reflection, and inclusion. The excessiveness of a teaching strategy called the Six Thinking Hats troubles the theory/practice binary in discourses of knowledge. The excessiveness of an assignment about philosophies of teaching, and a class discussion in response to the film Submission trouble the enlightenment/ignorance binary in discourses of reflection. And, the excessiveness of my attempt to question curricular content troubles the normal/exceptional binary in discourses of inclusion. I use excessive moments from my teacher education program to question existing discourses, and to suggest that we need to change the stories we tell ourselves about education (King, 2003). Our current educational discourses perpetuate histories of violence that we have inherited, and I suggest that social justice, poststructuralist, and psychoanalytic theories will enable us to more effectively heal from these inherited histories. / Thesis (Master, Education) -- Queen's University, 2007-12-04 16:19:40.676 / This work was funded in part by a Canadian Graduate Scholarship granted by the Social Sciences and Humanities Research Council of Canada (766-2006-0775).

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Contemporary Italian philosopher, Gianni Vattimo (1991), has described ‘the end of history’ as a motif of our times. While neo-liberal conservatives such as Francis Fukuyama (1992) celebrated triumphantly, and perhaps rather prematurely after the fall of the Berlin Wall, ‘the end of history’ in the ‘inevitable’ global acceptance of the ideologies of free market capitalism and liberal democracy, methodological postmodernists (including Barthes, Derrida, Baudrillard, Lyotard, and Foucault), mobilised ‘the end of history’ throughout the later half of the twentieth century as a symbol of a crisis of confidence in the discourse of modernity, and its realist epistemologies. This loss of faith in the adequacy of representation has been seen by many positivist and empiricist historians as a threat to the discipline of history, with its desire to recover and reconstruct ����the truth���� of the past. It is argued by defenders of ‘traditional’ history (from Appleby, Hunt, & Jacob, 1994; R. J. Evans, 1997; Marwick, 2001; and Windschuttle, 1996; to Zagorin, 1999), and some postmodernists (most notably, Jenkins, 1999), that if we accept postmodern social theory, historical research and writing will become untenable. This study re-examines the nature of the alleged ‘threat’ to history posed by postmodernism, and explores the implications of postmodern social theory for History as curriculum. Situated within a broadly-conceived critical-reconceptualist trend in curriculum inquiry, and deploying a form of historically and philosophically oriented ‘deconstructive hermeneutics’, the study explores past attempts to mount, and future possibilities for, a curricular response to the problem of historical representation. The analysis begins with an investigation of ‘end of history’ discourse in contemporary theory. It then proceeds through a critical exploration of the social meliorist changes to, and cultural politics surrounding, the History curriculum in New South Wales (NSW), Australia, from the Bicentennial to the Millennium (1988-2000), a period that marked curriculum as a site of contestation in a series of highly public ‘history wars’ over representations of the nation’s past (Macintyre & Clark, 2003). It concludes with a discussion of the missed opportunities for ‘critical practice’ within the NSW History curriculum. Synthesising insights into the ‘nature of history’ derived from contemporary academic debate, it is argued that what has remained uncontested in the struggle for ‘critical histories’ during the period under study, are the representational practices of history itself. The study closes with an assessment of the (im)possibility of History curriculum after ‘the end of history’. I argue that if History curriculum is to be a critical/transformative enterprise, then it must attend to the problem of historical representation. / PhD Doctorate

This study focuses on three young women in their final year of school using data gathered during a year-long process of individual conversational interviews, the contents of which were largely determined by their interests. Three themes arise from critical incidents during this year - the debutante ball, teenage pregnancy and dieting. These themes are used to focus wide ranging explorations of what it is to be a young woman at this particular time. The broader cultural production of discursive positions available to, and developed by, these young women as part of their identity formation is discussed. Methodological issues concerning power relationships between research participants are also the focus of critical attention. It is considered that young women's bodies and bodily practices are central to understanding the processes involved in their identity formation. It is in this context that the focus turns to bodies that matter. In contemporary Western cultures 'adolescent bodies' could be said to matter 'too much' in the sense that they are increasingly the focus for disciplinary practices in institutions such as schooling, the church, the family, health care, health promotion and the media. This disciplining is legitimised because adolescence is socially constructed as a 'becoming'. In this case it is a matter of 'becoming woman'; a sort of apprenticeship which allows for knowledgeable others to provide not only guidance and nurturance, but discipline. Using insights gained from feminist poststructuralist theory and cultural feminism this thesis argues that the discourses and practices generated within and across institutions, which are normalised by their institutional base, are gender differentiated. The focus is on young women's embodied subjectivity and how the discourses and practices they engage with and in work to construct an ideal feminine body-subject. The discursive production of a gendered identity has a considerable impact on young women's health and their health-related behaviours. This is explored specifically in the thesis in relation to sexuality and the cultural production of the 'ideal' female body. It is argued that health education and health promotion strategies which are designed to influence young women's health related behaviours, need to consider the forms of power, knowledge and desire produced through young women's active engagement with institutionalised discourses of identity if they are to have an ongoing impact

In this thesis I explore the social construction of sexuality and sexual dysfunction. Interviews were undertaken with 20 sex therapists practising in Aotearoa/New Zealand in order to elicit accounts of contemporary sex therapy practice in the local context. Using a feminist poststructuralist lens, I explicate and critically examine the dominant discourses informing the construction of sex therapy, and heterosexual sexual relations, and what these discourses enable and constrain. I draw attention to some of the assumptions embedded in the construction of the sexual dysfunctions in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR, APA, 2000), and in accounts of sex therapy practice, examining the ways in which these are based on taken-for-granted norms of (hetero)sexuality and highlighting the differently enabled gendered sexual subjectivities they (re)produce. Although there are nine sexual dysfunctions identified in the DSM-IV-TR, all of which I briefly outline in Chapter Four, I restrict my focus in the analytical chapters to the conceptualisation and treatment of vaginismus, orgasm difficulties in women, discrepancies in desire and, relatedly, the gendering of desire through powerful sociocultural discourses and representations. I pay particular attention to the implications of these for heterosexual women’s sexuality. I also explore some of the generic concepts that dominate the construction of therapy at a broader level than that of sex therapy alone, arguing that while these offer some useful ways of framing therapy they also constrain therapy practice in important ways. Through a critical review of the sex therapy literature and accounts of practice from those interviewed, I contend that contemporary sex therapy tends to reify dominant cultural and sexological norms rather than challenge them. My analyses show that the dominant discourses informing constructions of sex therapy and heterosexual sexual relations produce particular types of sex as normal whilst marginalizing sexual acts or practices that fall outside of such restrictive parameters. In particular, I argue that the genital-coital-orgasm construct that is hegemonic within sex therapy restricts possibilities for alternative erotic pleasures and possibilities amongst heterosexuals whilst contributing to the invisibilization of sexual identities other than heterosexual. Accounts of sex therapy practice that were able to contest such framings are also highlighted. Because these came from sex therapists drawing on radical feminist or feminist poststructuralist discourses, I suggest that these discourses offer important possibilities for a deconstructive (sex) therapy practice that is able to challenge an often inequitable sexual status quo. Attention is also drawn to the significant constraints which act to restrict clients’ choices and possibilities for sex therapists to practise in more critically questioning ways. I conclude this thesis with an ‘invitation to reflection’ where I briefly discuss some deconstructive approaches that I have found useful for developing ongoing reflexive analysis of my own taken-for-granted assumptions in the area of sexuality, and for aiding my thinking about therapeutic practices that support my political and theoretical commitments and that attend to some of the issues outlined in this thesis. / Whole document restricted, but available by request, use the feedback form to request access.

This thesis explores constructions of gendered and gender political positions and practices of men identifying as ‘feminist’. The analysis is based on qualitative interviews with 28 men aged 20-34. At issue is how seemingly contradictory positions for men as feminists are made comprehensible in theory and practice. An introduction showcase theoretical discussions on gendered experiences and the possibilities of men being feminist, mainly from standpoint, radical feminist and poststructuralist radical constructionist perspectives. Men doing feminism emerge as an unresolved complex matter. This is followed by a critical discussion of state feminism, double emancipation and research on men and masculinities in the welfare state. The support for men’s participation, predominantly as white heterosexual fathers, in the Swedish gender equality project has consequences for the construction of men as potentially ‘new’, ‘good’ gender equal feminist subjects. In the construction of profeminist positions in interview performances, interviewees are located in-between the radical feminist, poststructuralist and gender equality perspectives on men, masculinity and feminism. Two themes involve an implementation of the concept of passing and introduce the analytical concept of co-fielding. Passing consists of the microsociological process of making radical and deconstructive profeminist positions authentic and yet being able to manage masculinity in homosocial contexts. Co-fielding refers to the conjoint interlacing of experiences, knowledge and meaning-making in interview interaction where relations of researcher-researched are characterized by discursive closeness and overlapping positions. Co-fielding practices affect the outcomes of co-construction of interview performances, the negotiation of gender and power relations and the reflexive use of (in this case feminist) knowledge in qualitative interviews. In analyzing the presentations of self, ambiguous meanings of profeminist positions emerge and the doing, undoing and redoing of feminism and masculinity appear multi-faceted. Radical feminism and radical constructionism seem intersected in making men’s feminist positions comprehensible. Such rebellious positions emerge as oxymoronic and, when critically brought into the gender equality context, located in a no man’s land out of place. In all, the thesis seeks to bring together theoretical, national and empirical locations of profeminist men, and in a concluding chapter also explore issues of ethics in feminist research and cross-gender interviewing.

In this thesis I explore the social construction of sexuality and sexual dysfunction. Interviews were undertaken with 20 sex therapists practising in Aotearoa/New Zealand in order to elicit accounts of contemporary sex therapy practice in the local context. Using a feminist poststructuralist lens, I explicate and critically examine the dominant discourses informing the construction of sex therapy, and heterosexual sexual relations, and what these discourses enable and constrain. I draw attention to some of the assumptions embedded in the construction of the sexual dysfunctions in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR, APA, 2000), and in accounts of sex therapy practice, examining the ways in which these are based on taken-for-granted norms of (hetero)sexuality and highlighting the differently enabled gendered sexual subjectivities they (re)produce. Although there are nine sexual dysfunctions identified in the DSM-IV-TR, all of which I briefly outline in Chapter Four, I restrict my focus in the analytical chapters to the conceptualisation and treatment of vaginismus, orgasm difficulties in women, discrepancies in desire and, relatedly, the gendering of desire through powerful sociocultural discourses and representations. I pay particular attention to the implications of these for heterosexual women’s sexuality. I also explore some of the generic concepts that dominate the construction of therapy at a broader level than that of sex therapy alone, arguing that while these offer some useful ways of framing therapy they also constrain therapy practice in important ways. Through a critical review of the sex therapy literature and accounts of practice from those interviewed, I contend that contemporary sex therapy tends to reify dominant cultural and sexological norms rather than challenge them. My analyses show that the dominant discourses informing constructions of sex therapy and heterosexual sexual relations produce particular types of sex as normal whilst marginalizing sexual acts or practices that fall outside of such restrictive parameters. In particular, I argue that the genital-coital-orgasm construct that is hegemonic within sex therapy restricts possibilities for alternative erotic pleasures and possibilities amongst heterosexuals whilst contributing to the invisibilization of sexual identities other than heterosexual. Accounts of sex therapy practice that were able to contest such framings are also highlighted. Because these came from sex therapists drawing on radical feminist or feminist poststructuralist discourses, I suggest that these discourses offer important possibilities for a deconstructive (sex) therapy practice that is able to challenge an often inequitable sexual status quo. Attention is also drawn to the significant constraints which act to restrict clients’ choices and possibilities for sex therapists to practise in more critically questioning ways. I conclude this thesis with an ‘invitation to reflection’ where I briefly discuss some deconstructive approaches that I have found useful for developing ongoing reflexive analysis of my own taken-for-granted assumptions in the area of sexuality, and for aiding my thinking about therapeutic practices that support my political and theoretical commitments and that attend to some of the issues outlined in this thesis. / Whole document restricted, but available by request, use the feedback form to request access.

In this thesis I explore the social construction of sexuality and sexual dysfunction. Interviews were undertaken with 20 sex therapists practising in Aotearoa/New Zealand in order to elicit accounts of contemporary sex therapy practice in the local context. Using a feminist poststructuralist lens, I explicate and critically examine the dominant discourses informing the construction of sex therapy, and heterosexual sexual relations, and what these discourses enable and constrain. I draw attention to some of the assumptions embedded in the construction of the sexual dysfunctions in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR, APA, 2000), and in accounts of sex therapy practice, examining the ways in which these are based on taken-for-granted norms of (hetero)sexuality and highlighting the differently enabled gendered sexual subjectivities they (re)produce. Although there are nine sexual dysfunctions identified in the DSM-IV-TR, all of which I briefly outline in Chapter Four, I restrict my focus in the analytical chapters to the conceptualisation and treatment of vaginismus, orgasm difficulties in women, discrepancies in desire and, relatedly, the gendering of desire through powerful sociocultural discourses and representations. I pay particular attention to the implications of these for heterosexual women’s sexuality. I also explore some of the generic concepts that dominate the construction of therapy at a broader level than that of sex therapy alone, arguing that while these offer some useful ways of framing therapy they also constrain therapy practice in important ways. Through a critical review of the sex therapy literature and accounts of practice from those interviewed, I contend that contemporary sex therapy tends to reify dominant cultural and sexological norms rather than challenge them. My analyses show that the dominant discourses informing constructions of sex therapy and heterosexual sexual relations produce particular types of sex as normal whilst marginalizing sexual acts or practices that fall outside of such restrictive parameters. In particular, I argue that the genital-coital-orgasm construct that is hegemonic within sex therapy restricts possibilities for alternative erotic pleasures and possibilities amongst heterosexuals whilst contributing to the invisibilization of sexual identities other than heterosexual. Accounts of sex therapy practice that were able to contest such framings are also highlighted. Because these came from sex therapists drawing on radical feminist or feminist poststructuralist discourses, I suggest that these discourses offer important possibilities for a deconstructive (sex) therapy practice that is able to challenge an often inequitable sexual status quo. Attention is also drawn to the significant constraints which act to restrict clients’ choices and possibilities for sex therapists to practise in more critically questioning ways. I conclude this thesis with an ‘invitation to reflection’ where I briefly discuss some deconstructive approaches that I have found useful for developing ongoing reflexive analysis of my own taken-for-granted assumptions in the area of sexuality, and for aiding my thinking about therapeutic practices that support my political and theoretical commitments and that attend to some of the issues outlined in this thesis. / Whole document restricted, but available by request, use the feedback form to request access.