Old Plots and New Identities: Ambivalent femininities in late modernity

This paper investigates changing modes of femininity. It asks: What are the discourses and discursive practices within which new femininities are constructed? What are the social conditions in which they emerge? How are these negotiated and lived by girls? What do these stories tell us about the complications of subject formation and what it means to be a “girl” in “global times”. Drawing on a school-community project with a racially diverse group of girls, aged 12–14 years, the paper analyses a series of fictional stories that the girls wrote for the characters of a collaboratively produced video. It is my argument that girls live the effects of neoliberal discourses of individuality in particularly complicated ways. This is due to the ways in which “woman” and “individual” have historically been constituted through a series of binary oppositions including those of: femininity and masculinity, girlhood and adolescence, womanhood and personhood and femininity and rationality. I suggest that while traditional femininity is being undone through its inclusion in discourses of individualism, rationality and adulthood, it is also reinscribed through an ever increasing array of contradictions, the juggling of which have always constituted femininity.     

The 'outdoor industry' as social and educational phenomena: Gender and outdoor adventure/education

This paper discusses social and cultural theory and tracts the ways in which gender has been conceptualised. It argues that the 'outdoor industry' in its various manifestations constitutes an aspect of society that can not be ignored. It suggests that outdoor adventure/education, like other dimensions of society, can usefully be subjected to critical examination. Having discussed perspectives surrounding the social construction of gender, the paper draws attention to classic work that has explored ideologies of femininity and the implication for women and men. The paper then goes on to argue that the more recent interactionist theories and cultural studies offer less deterministic and more insightful approaches to exploring people's experiences of outdoor adventure/education. The concept of hegemonic masculinity is drawn upon to examine 'the outdoor industry' in light of the current 'crisis of masculinity'. Finally, the paper raises further questions regarding outdoor adventure/education as a site of alternative femininities and masculinities and as counter-culture.     

早期英国唐诗英译中的阴性化倾向

有一个迄今尚无人注意的现象,即在早期英国唐诗英译实践中,存在夸大原诗阴性特质,从而使唐诗英译文本呈现为“阴性化”（femininization）的倾向。这一倾向表现为在选择译介对象时,回避歌颂战争、抒发豪情等类型的篇章;以及在译介过程中通过特定策略弱化原诗的阳性特征。译介唐诗时的阴性化倾向,是要凸显出阴性的东方／中国与阳性的西方／英国之间的对比,从而理顺大英帝国“君主”与东方“臣民”之间的文化关系。或许译者并无贬抑中国的本意,但其翻译策略仍受到无形的操控,在其译作中不自觉地遵循了阳性英国和阴性中国之间的二元对立逻辑。     

Femininity,science, and the denigration of the girly girl

Hyper-femininity and the construction of the ‘girly girl’ label have been documented widely, but there has been less attention to their content (or any distinctions between these constructs). Indeed, it can be argued that the content of femininity remains a controversial and somewhat under-researched topic in feminist scholarship. This is also the case in relation to science, which has been widely characterised as a masculine terrain, but there has been less attention to why femininity is excluded from/by science. This article attempts to unpick some of these issues, with a particular focus on the construct of the ‘girly girl’, in relation to access to science. Drawing on qualitative data from the Economic and Social Research Council-funded ASPIRES 2 project, we analyse the discourses used by young people and parents in discussion of ‘girly girls’ and physics. We show the misogynist and excluding discourses projected onto the ‘girly girl’, and indeed that are used to interpolate femininity more broadly. We found that in discussions of science and (hyper-)femininity, even potentially positive feminine attributes were denigrated. Hyper-femininity was produced as ‘more than lack’: vacuous, but also a risible presence. In reflecting on our findings we consider whether femininity may be more derided in some discursive contexts (e.g. science discourse) than others, and whether femininity can or should be conceived as more than lack.     

Are males and females still portrayed stereotypically? Visual analyses of gender in two Hong Kong primary English Language textbook series†

The present study examines how gender is represented in the visuals (or illustrations) of two English Language textbook series used in most primary schools in Hong Kong. Instead of conducting frequency counts of the occurrence of male and female characters in illustrations, or the spheres of activities they engaged in as in many previous textbook studies, this study involves qualitative analyses of how visualised male and female characters are represented in the selected illustrations of the analysed textbook series, particularly but not exclusively, in terms of their hair length and clothing. The results show that representations of females were more often portrayed having long hair rather than short hair and wearing dresses rather than trousers in both line drawings and photographs. For the colour of clothing, although blue and pink are generally considered ‘masculine’ and ‘feminine’ colours, respectively, less than half and only a small percentage of the human males and females were portrayed wearing blue and pink, respectively. For non-human characters, again, colour is not always a reliable cue to their sex. Yet, they can be recognised as males and females by the generally accepted ‘masculine’ or ‘feminine’ colour and clothing items. Hence, while binary notions of gender often remained intact in their normative forms there were also other forms of representation which challenged them.     

The Construction of Complementarity in Physical Education

This paper discusses the ways in which feminine and masculine subjectivities are constructed as complementary-that is, defined in opposition to one another. This concept will be explored in the context of secondary physical education through an analysis of open-ended interviews with students and teachers as they talk about themselves and each other in relation to physical activity and their expectations of masculine and feminine bodies. It will be argued that physical education is an important location in and through which bodies are inscribed with gender differences which contribute to the marginalisation of girls in relation to physical activity and help to inscribe the female body as lacking those qualities associated with the active male body.     

试论元杂剧中书生形象的阴柔倾向

元杂剧中的书生形象大都存在着一种阴柔倾向。这不仅表现在其外在形体动作上的阴柔特征，更重要的表现在他们为人处世的行为方式及其心理意识之中。他们的阴柔特征行为极大地伤害了女性们的真挚爱情和切身命运，也与他们本人敏感的自尊形成鲜明对比。这种现象有其深刻的社会历史根源。以文人书生为代表的男性的弱化昭示了元代特殊的文人地位，也从反面证明了女性的觉醒、进步和解放。     

How do women construct adventure recreation in their lives?

Research into adventure recreation has tended to be located in the experiences of men. This is largely due to a history of dominant male participation, though it is acknowledged that more women are accessing these forms of leisure experiences. This paper reports a study of forty-two women who had participated in adventure recreation at some stage throughout their adult lives. These women were interviewed regarding their personal meanings of adventure reaction. This included exploration of how adventure was experienced and the types of issues that affected their participation in adventure recreation. The results showed that adventure for these women incorporated risk and physical challenge, but also a sense of newness, learning, personal development and creativity. The evidence presented suggests that while traditional definitions of adventure recreation offer a general differentiation of adventure activities from other forms of outdoor recreation, they are perhaps too limiting. The women's experiences indicate that adventure extends beyond labeled “adventure” pursuits and that broader understandings need to be incorporated into our meanings of adventure.     

古希腊神话和传说中历险精神的文化阐释

古希腊的神话和传说塑造了一系列具有冒险精神的英雄形象,这些文学形象折射出了西方人热衷冒险的文化特质。在西方文明漫长的发展历程中,这股勇于探索、甘于冒险的历险精神始终贯穿其中,甚至成为有别于其他异质文化的重要标志。它引领着一代又一代的冒险家向未知领域挺进。当然,它内含的＂天人相分＂的认知模式和＂世俗人本意识＂对人类文明也产生了一定的消极影响,这一点不容忽视。     

Professional judgement and decision-making in the planning process of high-level adventure sports coaching practice

This investigation examined the planning and decision-making processes in adventure sports coaching. We utilised a thematic analysis approach to investigate the planning decision-making practices of a sample of high-level adventure sports coaches over a series of sessions. The investigation discovered that, in planning coaching activity, high-level adventure sports coaches draw on their epistemological values and domain-specific expertise, employ a synergy of classic and naturalistic decision-making processes, and continually audit the evolving coaching process. Based on these findings, implications for professional training, accreditation and development of adventure sports coaches are presented.     

林白的女性文学写作特征

林白的文学创作 ,从女性生命本体出发 ,着力表现女性的生存和追求生命价值的欲望。在男权中心的社会文化形态中 ,首要的任务是凸显女性话语 ,颠覆从而消解男性中心话语的统治 ,建构平等和谐的两性世界。林白用写作消解男权话语的意图十分明显 ,把女性与文化连接在一起 ,呈现女性的理想和能力。     

The ‘outdoor industry’ as social and educational phenomena: Gender and outdoor adventure/education

Abstract

This paper discusses social and cultural theory and tracts the ways in which gender has been conceptualised. It argues that the ‘outdoor industry’ in its various manifestations constitutes an aspect of society that can not be ignored. It suggests that outdoor adventure/education, like other dimensions of society, can usefully be subjected to critical examination. Having discussed perspectives surrounding the social construction of gender, the paper draws attention to classic work that has explored ideologies of femininity and the implication for women and men. The paper then goes on to argue that the more recent interactionist theories and cultural studies offer less deterministic and more insightful approaches to exploring people's experiences of outdoor adventure/education. The concept of hegemonic masculinity is drawn upon to examine ‘the outdoor industry’ in light of the current ‘crisis of masculinity’. Finally, the paper raises further questions regarding outdoor adventure/education as a site of alternative femininities and masculinities and as counter-culture.     

The foci of in-action professional judgement and decision-making in high-level adventure sports coaching practice

This article continues a theme of previous investigations by the authors and examines the focus of in-action reflection as a component of professional judgement and decision-making (PJDM) processes in high-level adventure sports coaching. We utilised a thematic analysis approach to investigate the decision-making practices of a sample of high-level adventure sports coaches over a series of sessions. It was discovered that adventure sports coaches utilise a combination of questioning and observation to collect and constantly verify the information that forms the basis of their PJDM. Each coach responds to matters of immediate security, collecting information until a best-fit decision can be made regarding changes to the environment, task or individual. Implications for professional training, accreditation and development are presented against these data, offering a template for a more expertise-focused progression in the adventure sports coaching profession.     

Storytelling sagas: an effective medium for teaching early childhood mathematics

This article describes a unique supplementary program that teaches early childhood mathematics (Pre-K to Grade 2), through a series of six problem-solving adventure stories. The mathematics concepts are taught to the children through the medium of oral storytelling sagas in an integrated approach that addresses language arts as well as early childhood mathematics competencies. Teachers and schools can select from the supplementary books in this series to enrich and address gaps in their present mathematics curriculum based on the most recent NCTM [Principles and Standards for School Mathematics, National Council of Teachers of Mathematics, Reston, VA, 2000] standards recommending a stronger emphasis on geometry, measurement, pre-algebra, and graphing skills.     

Transcending the gender dichotomy in educational gender gap research: The association between gender identity and academic self-efficacy

Educational gender gap research tends to focus on differences between boys' and girls' achievement. However, substantial variation exists within the sexes concerning this educational achievement. In this study, we investigate the inter- and intrasexual differences in academic self-efficacy in a sample of 6380 Flemish seventh graders collected in the school year 2012–2013. To adequately consider masculinity and femininity on a micro level, we employ the concept of gender identity. Results show that considerable inter- and intrasexual differences exist. In line with the educational gender gap, girls scoring high on self-perceived femininity are at the top of the pack. Self-perceived masculine boys score considerably lower on academic self-efficacy; however, they still do much better than cross-gender boys and girls. The poor results of boys and girls who perceive themselves to be gender atypical are partly explained by the students' lower well-being. The results are discussed in light of masculinity and femininity.     

The acculturation of preservice adventure educators: development of perspectives and beliefs

Little research on the socialisation of adventure educators into their craft has been conducted. The purposes of this study were to describe (a) the perspectives and beliefs of preservice adventure educators as they began adventure education training (AET) and (b) the elements within their acculturation that led to these perspectives and beliefs. Participants were 20 preservice adventure educators at the beginning of their AET. Data were collected with three types of interview. They were coded, categorised, and reduced to meaningful themes by employing analytic induction and constant comparison. Results revealed that preservice adventure educators possessed one of three orientations. These were a leisure orientation, outdoor pursuits orientation, or adventure orientation. Factors shaping these orientations were family and friends, experiences of outdoor and adventurous activities, experiences working as counsellors, timing of occupational selection and age, and a number of secondary attractors including the motivation to remain connected to the world of adventure. Should they transfer to preservice adventure educators in AET at other institutions, the main practical implication of the study’s results is that they should provide the basis for AET faculty to understand and deconstruct any less than desirable beliefs and perspectives with which prospective adventure educators enter their programmes.     

温婉背后的豪情——试论柳永的豪放词

词以婉约为宗,柳永是继《花间集》后的又一位婉约词人,虽然其作品以婉约词著称,却有不少词带有豪放色彩。柳词以其独特的艺术风格、崭新的艺术形式和接近生活的内容在宋词的发展过程中发挥了继往开来的作用。他那婉约中的豪放之作有对社会历史和人生发出的感叹,也有对开阔壮观、兴象高远的景色的描写,更有对宦游生活的厌倦情绪,这些都是气象恢弘之作。这一批气势阔大、思想深沉、颇具阳刚之美的词作,可以说是开了豪放词的先河。     

Exploring the Availability of Student Scientist Identities within Curriculum Discourse: An anti-essentialist approach to gender-inclusive science

This article takes an anti-essentialist approach to the gendered construction of the science curriculum and its exclusivity. Drawing on post-structuralist theory, it examines the student subject positions that are generated within the dominant discourses and practices of curriculum science. A critical discourse analysis of student interview talk demonstrates the importance of both gender and ethnicity in the production of, or rejection of, scientist identities. While hegemonic masculinity can provide comfortable scientist identities for some males, femininity is less compatible with physical scientist subjectivities, although the 'otherness' of ethnicity can provide exceptions to this. Meanwhile, constructivist discourses of science, more often associated with biology, offer the possibility of a wider range of student scientist identities that transcend masculine/feminine dualisms. This approach to gender and science not only explains why physical science remains the preserve of a largely male elite without resorting to essentialism, but also offers evidence that wider inclusivity requires reconfiguration of the nature of science in the curriculum.