Browsing by Author "Chadwick, Alistair K."
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Item Constructions of masculinity and masculine identity positions within a group of male university students.(2007) Chadwick, Alistair K.; Lindegger, Graham Charles.This research project is based on the key assumption that in order to slow the rate of HIV infections amongst young men (and women) it iscrucial to direct interventions towards changing the constructions of masculinity which put adolescents at risk of HIV infection. As such, this study investigates the constructions of masculinity and masculine identity positions that are evident within the narratives of a small group of young black, white and coloured male university students. The research participants were engaged in a limited number of individual, semi-structured interviews. This report draws attention to the fmdings that have arisen from an analysis of the initial two interviews, the first of which revolved around photographs taken by the participants in order to illustrate what it means to be a young man in contemporary South Africa. An important finding is that there are numerous commonalities as well as differences in the constructions of masculinity that exist amongst these young men. A sense of uncertainty and ambivalence regarding the nature of masculinity is also common. Situated with an emphasised masculinity, various risk-taking behaviours, such as the consumption of alcohol in large quantities, visible affluence, a compulsory heterosexuality, and strength, in diverse forms, are identified as common constructions of masculinity. All of these young men define their sense of masculinity through the adoption of subject positions in relation to and in opposition to young women and other young men. The male peer group is a particularly significant site for masculine identity construction. A further key finding is that a number of these young men are able to reject one or more hegemonic norms of masculinity, yet are apparently able to maintain a sense of masculine acceptability. This finding has direct implications for the design of future research as well as of interventions around HIV/AIDS. As such, this thesis draws attention to the range of strategies utilised by these young men to maintain an adequate sense of masculinity in the face of non-conformance to particular hegemonic norms. Although these young men identify predominantly with the dominant, hegemonic norms of masculinity, there are multiple, often contradictory, subject positions that they occupy in relation to these norms and standards. As a result, this study raises questions for those involvedin similar research as well as for those designing interventions in the field of HIV/AIDS prevention.Item An exploration of the factors enabling educators to respond effectively to the work environment : case studies of three participants within the context of a professional development programme for Southern African environmental educators.(2002) Chadwick, Alistair K.; Mackie, Robin D. A.This research project investigates the influence of, and interplay between, contextual and biographical factors on an educator's ability to respond to the work context. In particular, this study explores what factors a small number of educators believe were important, before, during and after their participation on one or other specific professional development programme in enabling them to develop (design and/or adapt) and implement a course curriculum in their work environments. Within the context of this research, the professional development programmes of interest are designed with/for environmental educators from the Southern African region. Although past educational research has often focused on the importance that programme participants give to the interactions between themselves and tutors , the materials used, the assignments tackled, etc. this research project did not set out to draw the research subjects' attention to programme-related factors. Rather, it was designed to broaden the focus to include factors before and after a programme as well. Within this enquiry, three research subjects were engaged in numerous, open-ended conversations throughout the course of the year during which the study unfolded. The above participants were also involved in semi-structured interviews where, again, relatively open-ended questions were asked. A small number of documents, such as the materials of the above professional development programmes, were also analysed. This research has provided a number of insights into the wide range of factors that might enable educators to respond effectively to their work environments. Specifically, it has indicated the importance of four broad families of factors perceived by the subjects of this research to have enabled them to develop and implement a meaningful course curriculum. The personal variables are highlighted in particular. Importantly, this study raises questions and challenges both for those involved in similar research as well as for those involved in the design and implementation of professional development programmes, particularly for educators.