scholarly journals (De)Constructing 'Body Love' Discourses in Young Women's Magazines

2021 ◽  
Author(s):  
◽  
Rewa Therese Murphy

<p>This thesis is about the recent emergence of ‘love your body’ messages and discourse in mainstream women’s magazines available to New Zealand audiences. It is situated culturally and historically, in a time when media discourses about women and their bodies are dominated by post-feminist and neo-liberal conceptualisations of bodies as commodity objects of production, representative of successful femininity and an inflexible natural order. This thesis contributes to the existing feminist research literature about magazines by investigating an apparently ‘new’ textual feature of young women’s magazines, and through adding to an emerging literature about the production of magazine content. Methodologically, the thesis draws upon critical, feminist, and post-structuralist approaches as the basis of its own understanding of bodies and the undertaking of research. The research upon which this thesis is based has two parts. First, an in-depth investigation of the text and image content of magazine ’body love messages’ in two different titles – Cleo (New Zealand) and Cosmopolitan (Australia) – employed thematic and discourse analysis to explore the kinds of discursive ideas made available through the magazine’s communication of positive body messages to their readers. The analyses presented illustrate how ‘body love’ magazine content i) is framed within heavily dualistic discourses of the woman and her body, using obsessively repetitive images to illustrate its point, ii) constructs women’s bodies as essentially difficult to love, and then in turn constructs love itself as a visually evidential practice, and finally iii) introduces a heterosexual (male) partner as an accomplice / audience for this visual practice. The second study involved a discursive analysis of interviews undertaken with magazine editorial staff based in New Zealand and Australia, asking participants about the production of positive body messages in the title(s) they work for. Drawing upon this work, the latter analytical chapters of my thesis address i) how various discourses are used by magazine employees to simultaneously legitimate the limits around positive body content in their magazines, and at the same time construct their practices as those of a ‘good magazine’, and ii) the centrality of ‘images’ as a carefully managed topic in these interviews, and what this implies about how ‘love your body’ content is conceptualised within the industry which produces it. In undertaking this work, my intention was to provide a basis upon which feminist questions about the use and purpose of magazines as cultural-discursive spaces might be revisited in light of the new ‘body love’ content. The concluding chapter to the thesis comprises a dialogue in response to these questions about contemporary magazine body messages; weighing arguments of hope and promise against more conservative concerns about misrepresentation and appropriation. It also reconsiders the implications of the analyses with a view towards evaluating what, if anything, has changed about the way young women’s magazines address their readers’ bodies through the production of body love discourse.</p>

2021 ◽  
Author(s):  
◽  
Rewa Therese Murphy

<p>This thesis is about the recent emergence of ‘love your body’ messages and discourse in mainstream women’s magazines available to New Zealand audiences. It is situated culturally and historically, in a time when media discourses about women and their bodies are dominated by post-feminist and neo-liberal conceptualisations of bodies as commodity objects of production, representative of successful femininity and an inflexible natural order. This thesis contributes to the existing feminist research literature about magazines by investigating an apparently ‘new’ textual feature of young women’s magazines, and through adding to an emerging literature about the production of magazine content. Methodologically, the thesis draws upon critical, feminist, and post-structuralist approaches as the basis of its own understanding of bodies and the undertaking of research. The research upon which this thesis is based has two parts. First, an in-depth investigation of the text and image content of magazine ’body love messages’ in two different titles – Cleo (New Zealand) and Cosmopolitan (Australia) – employed thematic and discourse analysis to explore the kinds of discursive ideas made available through the magazine’s communication of positive body messages to their readers. The analyses presented illustrate how ‘body love’ magazine content i) is framed within heavily dualistic discourses of the woman and her body, using obsessively repetitive images to illustrate its point, ii) constructs women’s bodies as essentially difficult to love, and then in turn constructs love itself as a visually evidential practice, and finally iii) introduces a heterosexual (male) partner as an accomplice / audience for this visual practice. The second study involved a discursive analysis of interviews undertaken with magazine editorial staff based in New Zealand and Australia, asking participants about the production of positive body messages in the title(s) they work for. Drawing upon this work, the latter analytical chapters of my thesis address i) how various discourses are used by magazine employees to simultaneously legitimate the limits around positive body content in their magazines, and at the same time construct their practices as those of a ‘good magazine’, and ii) the centrality of ‘images’ as a carefully managed topic in these interviews, and what this implies about how ‘love your body’ content is conceptualised within the industry which produces it. In undertaking this work, my intention was to provide a basis upon which feminist questions about the use and purpose of magazines as cultural-discursive spaces might be revisited in light of the new ‘body love’ content. The concluding chapter to the thesis comprises a dialogue in response to these questions about contemporary magazine body messages; weighing arguments of hope and promise against more conservative concerns about misrepresentation and appropriation. It also reconsiders the implications of the analyses with a view towards evaluating what, if anything, has changed about the way young women’s magazines address their readers’ bodies through the production of body love discourse.</p>


2021 ◽  
Vol 26 ◽  
pp. 162-167
Author(s):  
Lisa Darragh

Internet access and the availability of digital devices in the classroom have grown exponentially. Correspondingly, we have online platforms for learning mathematics that are subscription-based and available for schools or individuals to purchase. Research in mathematics education tends to focus on the benefits to teaching and learning afforded by digital technology, while less attention is given to the implications of having commercial applications in our mathematics classrooms, and their considerable cost. This paper reports on a study of online mathematics instructional programmes in primary schools of New Zealand. Data sources include a survey sent to mathematics leaders of all primary schools, and a discursive analysis of the websites of the most commonly used instructional programmes. There was an obvious similarity found between the promises of the websites and the rationales expressed by school leaders for using the programmes, suggesting that schools are succumbing to the seductive promises of these commercial programmes. It is argued that we need to further examine the implications of using such programmes in our mathematics classrooms, especially in the context of profit-making inside public education.


2021 ◽  
Author(s):  
◽  
Rebbecca Sweeney

<p>This thesis investigates the practices of participants in three “clusters” of New Zealand schools associated with the Extending High Standards Across Schools (EHSAS) project funded by the Ministry of Education from 2005 to 2009. The investigation addresses four questions: (i) What collaborative practices were used by the participants in the EHSAS clusters? (ii) Do the research participants perceive the collaborative practices that they used as making a difference to student achievement? (iii) What do the participants perceive as the benefits and limitations of collaborative practice? (iv) How consistent are participants’ perceptions with research findings in the field? The thesis begins by searching national and international research in order to define effective collaboration. It is argued that across certain relevant studies, the key purposes of collaboration are for teachers and students to learn and improve in order to reach the common goal set by the cluster. Associated practices can be used to build skills and knowledge in teachers, school leaders, and cluster members. Following this, a Grounded Theory approach was used to analyse and interpret data that emerged from the three clusters’ milestone reports and interviews with cluster members. The analysis found that the leaders of EHSAS clusters believed that shared leadership across principals is essential to cluster work, and that a hierarchical cluster structure is the best way to transmit knowledge from leaders to teachers. They also believed that if they shared resources, ideas, strengths and expertise with one another they would then have knowledge that would be useful to teachers wanting to change and improve their practices, and raise student achievement. Despite some of their beliefs being consistent with research literature on effective collaboration, according to the literature, many of the EHSAS leaders’ practices would not have enabled the learning and improvement that they espoused to be leading. The final chapter of this thesis identifies where EHSAS leaders’ beliefs and practices were inconsistent and what this means for future research and the implementation of similar projects aiming to promote collaboration across schools.</p>


2019 ◽  
Vol 23 (3) ◽  
pp. 352-367
Author(s):  
Mark Stewart

This article argues that the live tweeting of reality television allows the creation of an imagined community, bounded by national borders. In an era of audience fragmentation and time-shifting of television engagement, live reality television encourages audiences to watch at time of broadcast; this is amplified by the move of some audience members to live-tweet the broadcast, communicating amongst themselves within a dispersed backchannel. A crucial result of the digital conversation is to reinstate the importance of the nation as a space for the reading and reception of culture. The article utilizes a discursive analysis of the concurrent Twitter conversation around the second season of The X Factor NZ in New Zealand in order to highlight the ongoing role that is played by the nation as a cultural formation in such discussions, as well as the ways that it makes understandings of national cultural identity visible.


2008 ◽  
Vol 25 (2) ◽  
pp. 243-262 ◽  
Author(s):  
Brendan Hokowhitu ◽  
Jay Scherer

In this article we examine a range of media discourses surrounding the continued existence of the Mäori All Blacks, a “racially” selected rugby side, and a specific public controversy that erupted in New Zealand over the selection of former All Black great Christian Cullen for the Mäori All Blacks in 2003. Having never played for the Mäori All Blacks or publicly identified as Mäori, Cullen claimed tangata whenua status via whakapapa (genealogical connection) to his Ngäi Tahu grandfather. We argue that Cullen’s selection emerged as a contentious issue because of the fragmentation that the inclusion of his “Whiteness” within the confines of “an Other” team (i.e., the Mäori All Blacks) brought to bear on traditional colonial binaries of race in the context of late capitalism. Finally, we locate the debates over Cullen’s selection and the continued existence of the Mäori All Blacks in relation to the current racialized political climate that has fueled a Right-wing reaction to the growing Mäori self-determination movement.


Teachers Work ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 69-90
Author(s):  
Carol Mutch

The speed at which the novel coronavirus, known as Covid-19, spread around the world in early 2020, has been well-documented. Countries closed their borders, cities and regions went into lockdown, schools and businesses closed and hospital geared up for an influx of patients (Cameron, 2020; OECD, 2021; UNESCO, 2020). On March 25, New Zealand went into Level 4 lockdown, the most restrictive of the government’s alert level system. The school holidays, due to start on April 9, were brought forward two weeks to give the Ministry of Education and schools a chance to prepare for school-led home learning. A survey of schools highlighted that only half the schools in the country felt they could deliver learning fully online, with lack of devices and limited Internet connectivity being the major problems (New Zealand Government, 2020). Most schools moved into home learning on April 15 and continued until after May 18, when the country moved down to Level 2. On return, schools needed to alter their approaches to comply with social distancing and hygiene requirements until the country returned to Level 1 in June. In August 2020, Auckland schools closed again  and yet again several times in 2021 (Author, 2020; Cameron, 2020; Education Review Office [ERO], 2021; Henrickson, 2020; Ministry of Education, 2020). The arrival of the Delta variant in Auckland communities, in late August 2021, led to further regional lockdowns, some of which are still in place at the time of writing. This article draws on in-depth qualitative interviews with 20 teachers in either late 2020 or mid-2021, as part of a larger study of New Zealand schools’ responses to Covid-19. The article begins with a short synthesis of research literature on teachers’ responses to lockdowns overseas and in New Zealand. The methodology for our study is briefly outlined before describing the ‘caring pedagogy’ theoretical framework that underpins the approach to this article. The findings are presented in a semi-chronological order, from teachers’ preparation, to implementation, to returning to school. The findings are interspersed with ‘found poems’ created from verbatim transcripts to highlight teachers’ voices. The discussion section revisits the concepts in the article’s title, that is, ‘Maslow before Bloom.’ The overall purpose of our article is to portray the tension between teachers’ willingness to adopt a caring pedagogy and the toll that it took on them, personally and professionally.


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