New Zealand kindergarten teachers and sexual abuse protection policies

Duncan, Judith

doi:10.1016/s0742-051x(98)00040-7

Cited by 17 publications

(16 citation statements)

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“…At the same time, physical contact in PE is often regarded as necessary and an essential part of PE by teachers and students alike (Caldeborg et al, 2017; Fletcher, 2013; Öhman, 2017). It is also a well-known fact that sports coaches, and PE and preschool teachers feel that something that was previously not questioned has now become risky behaviour (Duncan, 1999; Fletcher, 2013; Öhman, 2017; Taylor et al, 2014). As Jones (2004: 55) puts it: ‘where touch is concerned, teaching is a risky business’.…”

Section: Background and Previous Researchmentioning

confidence: 99%

Intergenerational touch in physical education in relation to heteronormativity: Female students’ perspectives

Caldeborg

Öhman

2019

European Physical Education Review

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Research within the field of intergenerational touch has shown that there is a tension between the need to use physical contact as an obvious pedagogical tool, and the no-touch discourse. Within this tension physical contact between physical education teachers and students has also been shown to be a gender/ed issue with heteronormative points of departure. The aim of this study is to investigate how young adult female students’ talk about physical contact between teachers and students in physical education is related to heteronormativity. The study takes its starting point in Foucault’s work on discourses and Butler’s performative perspective. Thirteen female students in upper secondary school were interviewed in four focus groups using photo elicitation. In the findings, three performatives are identified that show how the students’ talk about physical contact between teacher and student in physical education is related to heteronormativity. The three performatives are: (a) gendering with age; (b) being wary of men; and (c) feeling sympathy for men. The paper discusses the effects the heteronormative discourse has on young adult female students and male teachers in relation to physical contact in physical education.

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Section: Background and Previous Researchmentioning

confidence: 99%

Intergenerational touch in physical education in relation to heteronormativity: Female students’ perspectives

Caldeborg

Öhman

2019

European Physical Education Review

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“…While the rising anxiety and regulation associated with children's bodies has been labelled a moral panic (Jones, 2001;Farquhar, 2001), it is a phenomenon common to other Western nations as well (McWilliam, 2003;Phelan, 1997;Piper and Stronach, 2008). Duncan (1999) has pointed out that the concerns of most New Zealand kindergarten teachers do not centre on fears about child abuse occurring, or the trustworthiness of their colleagues, but rather the threat of an allegation of child sexual abuse. She suggests that much of the current climate of fear and anxiety stems from the 1993 trial of Peter Ellis, a Christchurch childcare centre worker convicted of 16 charges of sexual abuse against children (McLoughlin, 1996).…”

Section: Regulating the Body In New Zealand Early Childhood Settingsmentioning

confidence: 99%

“…Drawing on Bentham’s Panopticon, Foucault (1980) describes a state of constant visual attention by which ‘people turn themselves into self-observing subjects who are controlled inwardly by their own constraints and actions’ (Duncan, 1999: 245). The New Zealand early childhood setting has become a site of constant surveillance, both in structural terms as buildings are redesigned to open viewing and in terms of policy.…”

Section: Regulating the Body In New Zealand Early Childhood Settingsmentioning

confidence: 99%

Culturally contested corporeality: Regulation of the body in New Zealand and Japanese early childhood education

Burke

Duncan

2016

Global Studies of Childhood

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Children's bodies occupy a culturally contested space in the early childhood arena. In New Zealand, children's bodies have increasingly become the focus of regulation. The early childhood centre has become a site of constant surveillance, turning teachers into 'disciplinary individuals' who are internally controlled by their own behaviour. This increased regulation mirrors that of other Western contexts. In contrast, Japanese early childhood education still places children's bodies at the centre of preschool life. Shared embodied experiences serve to consolidate certain traits and qualities identified as Japanese and intimate physical contact is valued. This article is based on ethnographic research conducted at an early childhood centre in New Zealand and a kindergarten in Japan. We argue that in New Zealand early childhood circles, the child's body has become the focus of civilising routines which limit physical touch between adults and children, and minimise attention to the body. Asian early childhood education contexts are often depicted as overly controlling. However, we suggest that while Japanese children's bodies may be subject to routine and management, they are viewed through a lens of nostalgia and innocence which allows for greater freedom of the corporeal.

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“…Unfortunately, pedagogy has ignored the body and treated it mostly as subordinate to the mind or as a source of desires and needs that must be 'controlled' (Middleton, 1998;O'Loughlin, 1998;Estola & Elbaz-Luwisch, 2003). Especially, issues like touching and hugging students have become even more problematic in western culture where such things become oversexualised (Duncan, 1998). What is missing from current pedagogical models and curricula, argues O'Loughlin (1998):…”

Section: A Different Ontological and Ethical Basismentioning

confidence: 99%

Risks and pleasures: a Deleuzo‐Guattarian pedagogy of desire in education

Zembylas

2007

British Educational Res J

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This article provides an analysis of a pedagogy of desire from a Deleuzo-Guattarian perspective. A pedagogy of desire can be theorised in ways that mobilise creative, transgressive and pleasurable forces within teaching and learning environments. It also enables a new view on affect in education as a landscape of becoming in which forces, surfaces and flows of teachers/students are caught up in a desiring ontology. This marks an attempt to reclaim the notion of desire away from a purely negative, repressive or libidinal framework. The claim of pedagogy of desire is that through the mobilisation and release of desiring production, teachers and students make available to themselves the powerful flows of desire, thereby turning themselves into subjects who subvert normalised representations and significations and find access to a radical self. Some strategies and practical implications are offered to suggest how this approach to pedagogy may function in educational contexts.

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New Zealand kindergarten teachers and sexual abuse protection policies

Cited by 17 publications

References 0 publications

Intergenerational touch in physical education in relation to heteronormativity: Female students’ perspectives

Intergenerational touch in physical education in relation to heteronormativity: Female students’ perspectives

Culturally contested corporeality: Regulation of the body in New Zealand and Japanese early childhood education

Risks and pleasures: a Deleuzo‐Guattarian pedagogy of desire in education

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