“We” in the EU: (De) legitimizing power relations and status

The article analyzes how the leaders and the candidates of the main parties in Romania built a European field of power and subject positions in the context of the 2019 European elections. We adopt the premise that the (re) positioning of these politicians towards the EU is part of their ongoing strategies of (de) legitimization. In this respect, the study focuses on how they assign themselves a “European authority” in relation to audiences through their positioning as actors in the field. On the basis of a mainly critically discursive methodological framework, we analyze a corpus consisting of electoral messages on Facebook. The research reveals the ways in which the political actors build claims, representations and positionings about the EU through naturalizing (a) symmetric relations, statuses, and symbolic power hierarchies.

Questioning policy-making as problem-solving. A Bacchian examination of how paid parental leave was problematized in New Zealand and Norway

<p>This thesis adopts Carol Bacchi’s Foucault-influenced poststructuralist perspective to investigate how the concept of gender equality was conceptualized in the paid parental leave (PPL) policies in New Zealand and Norway. Poststructuralism is concerned with how we ‘know’ things, and with language, and the Foucauldian influence brings a focus on discourse as knowledge. Poststructuralism is also concerned with subjectification, how subject positions are created by the discourse, and the way in which some people are excluded from certain subject positions. The research investigates changes to the PPL policies in New Zealand and Norway and how gender equality was conceptualized in each country. This research is conducted using two closely-related poststructuralist methodologies for two different types of data. The first data consist of historical documents from prior to and including the time that the PPL policies were changed and Bacchi’s ‘What’s the Problem Represented to be?’ or ‘WPR’ framework is used to analyse them. The second data consist of interviews with people involved in the PPL policies and Bacchi and Bonham’s Poststructural Interview Analysis or ‘PIA’ framework is used to analyse them. For both data sets, the analysis consists of thematic coding, followed by answering the series of WPR questions or the PIA processes. Three common themes of payment rate, eligibility, and rights were identified in the analysis of the historical data and they provided a focus for the interview data analysis. Different conceptions of gender equality were identified in each country. The research makes a number of contributions. It provides an original insight into the design of PPL policy from a critical perspective and brings a gender lens to policy analysis. It offers a unique comparison between New Zealand and Norway, and provides a further methodological example of the established WPR framework, as well as an early application of the new PIA approach. The research also challenges policy-makers to makers to adopt and maintain a critical perspective in their work, and to recognise that people are subjects, and that policies are problems constituted by the discourse.</p>

Questioning policy-making as problem-solving. A Bacchian examination of how paid parental leave was problematized in New Zealand and Norway

<p>This thesis adopts Carol Bacchi’s Foucault-influenced poststructuralist perspective to investigate how the concept of gender equality was conceptualized in the paid parental leave (PPL) policies in New Zealand and Norway. Poststructuralism is concerned with how we ‘know’ things, and with language, and the Foucauldian influence brings a focus on discourse as knowledge. Poststructuralism is also concerned with subjectification, how subject positions are created by the discourse, and the way in which some people are excluded from certain subject positions. The research investigates changes to the PPL policies in New Zealand and Norway and how gender equality was conceptualized in each country. This research is conducted using two closely-related poststructuralist methodologies for two different types of data. The first data consist of historical documents from prior to and including the time that the PPL policies were changed and Bacchi’s ‘What’s the Problem Represented to be?’ or ‘WPR’ framework is used to analyse them. The second data consist of interviews with people involved in the PPL policies and Bacchi and Bonham’s Poststructural Interview Analysis or ‘PIA’ framework is used to analyse them. For both data sets, the analysis consists of thematic coding, followed by answering the series of WPR questions or the PIA processes. Three common themes of payment rate, eligibility, and rights were identified in the analysis of the historical data and they provided a focus for the interview data analysis. Different conceptions of gender equality were identified in each country. The research makes a number of contributions. It provides an original insight into the design of PPL policy from a critical perspective and brings a gender lens to policy analysis. It offers a unique comparison between New Zealand and Norway, and provides a further methodological example of the established WPR framework, as well as an early application of the new PIA approach. The research also challenges policy-makers to makers to adopt and maintain a critical perspective in their work, and to recognise that people are subjects, and that policies are problems constituted by the discourse.</p>

Female Pleasure and the Gender Politics of “Girliyapa”

In this article, I examine the discursive portrayals of gendered experience and subject positions through Sarjita Jain’s “Girliyapa,” an online entertainment channel (on YouTube) for female-oriented content in India. I demonstrate how the question of female pleasure that the channel repeatedly foregrounds by way of introducing relatively censored topics of discussion (such as girls buying condoms or articulating their orientation toward same-sex love) is inextricably intertwined with a gender politics that never turns a blind eye to the existing conventions, stereotypes, or structural inequalities that precipitate gender-based violence and discrimination throughout the country. The widespread prevalence of marital rape, color prejudice, and workplace sexism which, in turn, does not allow for a straightforward valorization of girl power is thus satirically interrogated by “Girliyapa.”

Portraying the ‘Chinese international students’: a review of English-language and Chinese-language literature on Chinese international students (2015–2020)

The Chinese international students are often portrayed in a monolithic manner in popular discourse. To offer a more comprehensive and critical representation of the Chinese international students, this paper conducts a thematic narrative review of 128 English-language and 74 Chinese-language peer-reviewed articles published between 2015 and 2020. Drawing on post-colonial theories, this review identifies four subject positions portrayed of the Chinese international students: the (1) neoliberal, (2) political, (3) pedagogic and (4) racialised subjects. This paper celebrates heartening developments in the literature which affirms Chinese international students’ epistemic contributions, legitimate pedagogic needs, notable heterogeneity and wide-ranging political, cultural and pedagogic agencies. It also highlights how aspects of these subject positions have exercised epistemic injustice on the Chinese international students. Meanwhile, it pinpoints the Chinese international students’ acquiescence in exacerbating global education inequalities. Among the first to bring the dominant English-language and ‘local’ perspectives of Chinese-language literature in dialogue, this article notes divergent focuses and indicates unique contributions to historicising research on Chinese international students made by the latter. This article challenges popular perceptions of Chinese international students, questions production of knowledge, and pinpoints future research directions.

Welfare State Romance

Forster’s works responded to the heated reformist debates surrounding the passing of the 1911 Insurance Act, and they engaged with the question whether a new social ethos of responsibility and care would need to precede, or whether it would flow from, institutional reform. What Howards End calls ‘preparedness’—i.e. the attempt to protect the most vulnerable members of society against the risk of unemployment—is central to the generic instabilities of Forster’s novel. These instabilities are further heightened in Forster’s novel fragment Arctic Summer, which fails in championing the excitements of ‘romance’ over the perceived boredom of a life guarded against risk. We need to read with rather than against the grain of these texts by taking seriously both their progressive aspirations and their reparative attention to subject positions that are excluded from the period’s projects of reform.

Linguistic Negotiations of Sexual Agency in Sexuality Education

<p>The investigative aim of this thesis is to explore the role of language in the construction of sexuality agency during a classroom-based sexuality education programme for adolescents. The thesis begins with an examination of the motivations behind the study of agency in relation to sexuality. Overlapping research gaps in the fields of language and gender/sexuality and sexuality education are identified. Scholars from both fields have pinpointed difficulties with the accessing of agentive sexual subject positions by young people (particularly young women) during conversation. Investigations into sexuality education in New Zealand have suggested that ‘Discourses’ of sexuality in classrooms and broader school communities position students as ‘sexual’ while simultaneously constructing them as innocent and childlike (and thus non-sexual). These ‘large-D’ Discourses have been identified as possible reasons for a lack of decline in the rates of pregnancy and sexually transmitted disease amongst young people despite an overt focus on such topics in sexuality education. The theory is that because they have not developed a sense of agency in relation to sexuality, young people are ill-equipped to navigate the risks of sexual activity. A question which remains is exactly how sexual agency is negotiated through ‘small-d’ discourse (e.g. ‘talk’), by young people in classrooms. This study focuses on language usage during classroom discussions of sexuality in order to shed light on linguistic strategies that young people employ in order to position themselves (or not) as sexual agents during sexuality education, and how they respond to being similarly positioned, both by others and by their classroom resources. In order to gain an understanding of the working dynamics of the school and classroom, an ethnographic approach was employed. The researcher participated in classes for a period of time before the sexuality programme began inorder to observe relations between the participants, including the distribution of power amongst teacher and students. These observations were essential to comprehending the understandings that participants bring to the processes and activities under study. This approach also permitted the tracing of the emergence of a community of practice in this classroom. Through close attention to language via poststructuralist discourse analysis, it has been possible to demonstrate how interactants performatively lay claim to (or avoid) sexual agency in this community of practice. By actively participating in discussions of sexuality, the students, both boys and girls, experience being placed in sexually agentive subject positions. They respond in various ways; sometimes aligning, sometimes resisting, other times resignifying those positions in complex interactions of masculinity, femininity, desire, and sexual identity. Finally, the findings of this thesis are assembled in order to consider implications for the study of language and sexuality as well as considering the importance of discursive positionings (by teachers and classroom resources) for future student possibilities in terms of sexual agency development.</p>

Linguistic Negotiations of Sexual Agency in Sexuality Education

<p>The investigative aim of this thesis is to explore the role of language in the construction of sexuality agency during a classroom-based sexuality education programme for adolescents. The thesis begins with an examination of the motivations behind the study of agency in relation to sexuality. Overlapping research gaps in the fields of language and gender/sexuality and sexuality education are identified. Scholars from both fields have pinpointed difficulties with the accessing of agentive sexual subject positions by young people (particularly young women) during conversation. Investigations into sexuality education in New Zealand have suggested that ‘Discourses’ of sexuality in classrooms and broader school communities position students as ‘sexual’ while simultaneously constructing them as innocent and childlike (and thus non-sexual). These ‘large-D’ Discourses have been identified as possible reasons for a lack of decline in the rates of pregnancy and sexually transmitted disease amongst young people despite an overt focus on such topics in sexuality education. The theory is that because they have not developed a sense of agency in relation to sexuality, young people are ill-equipped to navigate the risks of sexual activity. A question which remains is exactly how sexual agency is negotiated through ‘small-d’ discourse (e.g. ‘talk’), by young people in classrooms. This study focuses on language usage during classroom discussions of sexuality in order to shed light on linguistic strategies that young people employ in order to position themselves (or not) as sexual agents during sexuality education, and how they respond to being similarly positioned, both by others and by their classroom resources. In order to gain an understanding of the working dynamics of the school and classroom, an ethnographic approach was employed. The researcher participated in classes for a period of time before the sexuality programme began inorder to observe relations between the participants, including the distribution of power amongst teacher and students. These observations were essential to comprehending the understandings that participants bring to the processes and activities under study. This approach also permitted the tracing of the emergence of a community of practice in this classroom. Through close attention to language via poststructuralist discourse analysis, it has been possible to demonstrate how interactants performatively lay claim to (or avoid) sexual agency in this community of practice. By actively participating in discussions of sexuality, the students, both boys and girls, experience being placed in sexually agentive subject positions. They respond in various ways; sometimes aligning, sometimes resisting, other times resignifying those positions in complex interactions of masculinity, femininity, desire, and sexual identity. Finally, the findings of this thesis are assembled in order to consider implications for the study of language and sexuality as well as considering the importance of discursive positionings (by teachers and classroom resources) for future student possibilities in terms of sexual agency development.</p>

Linguistic Negotiations of Sexual Agency in Sexuality Education

<p>The investigative aim of this thesis is to explore the role of language in the construction of sexuality agency during a classroom-based sexuality education programme for adolescents. The thesis begins with an examination of the motivations behind the study of agency in relation to sexuality. Overlapping research gaps in the fields of language and gender/sexuality and sexuality education are identified. Scholars from both fields have pinpointed difficulties with the accessing of agentive sexual subject positions by young people (particularly young women) during conversation. Investigations into sexuality education in New Zealand have suggested that ‘Discourses’ of sexuality in classrooms and broader school communities position students as ‘sexual’ while simultaneously constructing them as innocent and childlike (and thus non-sexual). These ‘large-D’ Discourses have been identified as possible reasons for a lack of decline in the rates of pregnancy and sexually transmitted disease amongst young people despite an overt focus on such topics in sexuality education. The theory is that because they have not developed a sense of agency in relation to sexuality, young people are ill-equipped to navigate the risks of sexual activity. A question which remains is exactly how sexual agency is negotiated through ‘small-d’ discourse (e.g. ‘talk’), by young people in classrooms. This study focuses on language usage during classroom discussions of sexuality in order to shed light on linguistic strategies that young people employ in order to position themselves (or not) as sexual agents during sexuality education, and how they respond to being similarly positioned, both by others and by their classroom resources. In order to gain an understanding of the working dynamics of the school and classroom, an ethnographic approach was employed. The researcher participated in classes for a period of time before the sexuality programme began in order to observe relations between the participants, including the distribution of power amongst teacher and students. These observations were essential to comprehending the understandings that participants bring to the processes and activities under study. This approach also permitted the tracing of the emergence of a community of practice in this classroom. Through close attention to language via poststructuralist discourse analysis, it has been possible to demonstrate how interactants performatively lay claim to (or avoid) sexual agency in this community of practice. By actively participating in discussions of sexuality, the students, both boys and girls, experience being placed in sexually agentive subject positions. They respond in various ways; sometimes aligning, sometimes resisting, other times resignifying those positions in complex interactions of masculinity, femininity, desire, and sexual identity. Finally, the findings of this thesis are assembled in order to consider implications for the study of language and sexuality as well as considering the importance of discursive positionings (by teachers and classroom resources) for future student possibilities in terms of sexual agency development.</p>

Linguistic Negotiations of Sexual Agency in Sexuality Education

<p>The investigative aim of this thesis is to explore the role of language in the construction of sexuality agency during a classroom-based sexuality education programme for adolescents. The thesis begins with an examination of the motivations behind the study of agency in relation to sexuality. Overlapping research gaps in the fields of language and gender/sexuality and sexuality education are identified. Scholars from both fields have pinpointed difficulties with the accessing of agentive sexual subject positions by young people (particularly young women) during conversation. Investigations into sexuality education in New Zealand have suggested that ‘Discourses’ of sexuality in classrooms and broader school communities position students as ‘sexual’ while simultaneously constructing them as innocent and childlike (and thus non-sexual). These ‘large-D’ Discourses have been identified as possible reasons for a lack of decline in the rates of pregnancy and sexually transmitted disease amongst young people despite an overt focus on such topics in sexuality education. The theory is that because they have not developed a sense of agency in relation to sexuality, young people are ill-equipped to navigate the risks of sexual activity. A question which remains is exactly how sexual agency is negotiated through ‘small-d’ discourse (e.g. ‘talk’), by young people in classrooms. This study focuses on language usage during classroom discussions of sexuality in order to shed light on linguistic strategies that young people employ in order to position themselves (or not) as sexual agents during sexuality education, and how they respond to being similarly positioned, both by others and by their classroom resources. In order to gain an understanding of the working dynamics of the school and classroom, an ethnographic approach was employed. The researcher participated in classes for a period of time before the sexuality programme began in order to observe relations between the participants, including the distribution of power amongst teacher and students. These observations were essential to comprehending the understandings that participants bring to the processes and activities under study. This approach also permitted the tracing of the emergence of a community of practice in this classroom. Through close attention to language via poststructuralist discourse analysis, it has been possible to demonstrate how interactants performatively lay claim to (or avoid) sexual agency in this community of practice. By actively participating in discussions of sexuality, the students, both boys and girls, experience being placed in sexually agentive subject positions. They respond in various ways; sometimes aligning, sometimes resisting, other times resignifying those positions in complex interactions of masculinity, femininity, desire, and sexual identity. Finally, the findings of this thesis are assembled in order to consider implications for the study of language and sexuality as well as considering the importance of discursive positionings (by teachers and classroom resources) for future student possibilities in terms of sexual agency development.</p>