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This research project uses feminist, new materialism (Barad, 2007) to query and re-think sexuality education policy in Aotearoa-New Zealand and offer a contribution to the development of education for social justice. Firstly, the theoretical groundings of the research project are introduced, followed by a description of the diffractive method used to analyse sexuality education policy. The body of the thesis then offers three arguments for how a feminist, new materialist rethinking of sexuality education might offer new ethical responses to and creative reworkings of issues identified in the literature. The first argues for the traversing of the mind/body dualism in sexuality education so that what one thinks or knows about sexuality is inseparable from what one does. It is argued that adopting new materialist knowing-in-being in relation to learning about sexuality makes space for embodied knowledges and provides an alternative to simplistic instrumental models of individual behaviour change that fail to account for materiality, discourse or the posthuman. Secondly, the notion of affirmative difference (Dolphijn & van der Tuin, 2012) is drawn on to think differently about including diverse students often overlooked in sexuality education. New material thinking is used to build on poststructural critiques in which the biases and exclusions of sexuality education curricula are made visible. Instead of relying on a binary ‘other’ to mark and strengthen the norm, it is suggested that difference be reimagined as a fluid, posthuman relation that has the potential to be done differently. Finally, Barad’s (2003) posthuman performativity is used to reimagine sexuality education policy without the individual human at its centre. It is argued that this might allow sexuality education to escape the perpetuation of narratives of personal responsibility and foster attunement to the making of ethical sexual relations. Posthuman pedagogy offers a domain where knowledge is not separable from knowers, and neither are able to be prescribed or known in advance. This thesis contends that a new materialist sexuality education offers the rethinking of sexual knowledge and sexual responsibility in ways that “help awaken, to breathe life into ever new possibilities for living justly” in the world (Barad, 2007, p. x).
This book offers a new approach for theorising and undertaking childhood research. It combines insights from childhood and generational studies with object-oriented ontologies, new materialisms, critical race and gender theories to address a range of key, intractable challenges facing children and young people. Bringing together traditional social-scientific research methods with techniques from digital media studies, archaeology, environmental nanoscience and the visual arts, After Childhood: Re-thinking Environment, Materiality and Media in Children's Lives presents a way of doing childhood research that sees children move in and out of focus. In doing so, children and their experiences are not completely displaced; rather, new perspectives on concerns facing children around the world are unravelled which dominant approaches to childhood studies have not yet fully addressed. The book draws on the author’s detailed case studies from his research in historical and geographical contexts. Examples range from British children’s engagement with plastics, energy and other matter, to the positioning of diverse Brazilian young people in environmental and resource challenges, and from archaeological evidence about childhoods in the USA and Europe to the global circulation of children’s toys through digital media. The book will appeal to human geographers, sociologists, anthropologists, education studies scholars and others working in the interdisciplinary field of childhood studies, as well as to anyone looking for a range of novel, interdisciplinary frames for thinking about childhood.
The Routledge Handbook of Critical Indigenous Studies is the first comprehensive overview of the rapidly expanding field of Indigenous scholarship. The book is ambitious in scope, ranging across disciplines and national boundaries, with particular reference to the lived conditions of Indigenous peoples in the first world. The contributors are all themselves Indigenous scholars who provide critical understandings of indigeneity in relation to ontology (ways of being), epistemology (ways of knowing), and axiology (ways of doing) with a view to providing insights into how Indigenous peoples and communities engage and examine the worlds in which they are immersed. Sections include: • Indigenous Sovereignty • Indigeneity in the 21st Century • Indigenous Epistemologies • The Field of Indigenous Studies • Global Indigeneity This handbook contributes to the re-centring of Indigenous knowledges, providing material and ideational analyses of social, political, and cultural institutions and critiquing and considering how Indigenous peoples situate themselves within, outside, and in relation to dominant discourses, dominant postcolonial cultures and prevailing Western thought. This book will be of interest to scholars with an interest in Indigenous peoples across Literature, History, Sociology, Critical Geographies, Philosophy, Cultural Studies, Postcolonial Studies, Native Studies, Māori Studies, Hawaiian Studies, Native American Studies, Indigenous Studies, Race Studies, Queer Studies, Politics, Law, and Feminism.
Physical cultural studies (PCS) is a dynamic and rapidly developing field of study. This handbook offers the first definitive account of the state of the art in PCS, showcasing the latest research and methodological approaches. It examines the boundaries, preoccupations, theories and politics of PCS, drawing on transdisciplinary expertise from areas as diverse as sport studies, sociology, history, cultural studies, performance studies and anthropology. Featuring chapters written by world-leading scholars, this handbook examines the most important themes and issues within PCS, exploring the active body through the lens of class, age, gender, sexuality, race, ethnicity, (dis)ability, medicine, religion, space and culture. Each chapter provides an overview of the state of knowledge in a particular subject area, while also considering possibilities for developing future research. Representing a landmark contribution to physical cultural studies and allied fields, the Routledge Handbook of Physical Cultural Studies is an essential text for any undergraduate or postgraduate course on physical culture, sports studies, leisure studies, the sociology of sport, the body, or sport and social theory.
This book explores contemporary issues in sexuality and relationship education for young people. Drawing upon rich empirical and ethnographic research undertaken with students and teachers in secondary schools, the author asks how school-based sexuality education can better equip young people to engage with contemporary social, political and cultural sexuality and relationships issues. Creatively working across both theoretical and practical contexts, this accessible work suggests approaches to sexuality and relationships education that can build upon the ways in which young people are developing a sense of identity; the ultimate aim being to help them to meet their emotional, spiritual and relational potential. Challenging established approaches to sexuality education, this thought-provoking book shines a new light on alternative perspectives that can help make sexuality and relationships education more relevant and meaningful for young people in a rapidly changing world. This volume will be of interest and value to students and scholars of sexuality and relationship education, as well as practitioners.
Based on a long term qualitative study of four 'ordinary' secondary schools, and working on the interface of theory with data, this book explores how schools enact, rather than implement policy.
Calling for qualitative research that is complex, situational, theoretically situated, and yet productive, Reconceptualizing Qualitative Research discusses the multiplicities and uncertainty embedded in different methodological configurations and entanglements that blur the boundaries between doing research, theorizing, thinking, and reflecting. Writing in a clear, conversational style, author Mirka Koro-Ljungberg urges readers to think about qualitative research differently, often in creative ways, and to continuously question existing grand narratives and dogmas.