Negotiation of risk in sexual relationships and reproductive decision-making amongst HIV sero-different couples

The paper focuses on the ways in which medical discourses of HIV transmission risk, personal bodily meanings and reproductive decision-making are re-negotiated within the context of sero-different relationships, in which one partner is known to be HIV-positive. Eighteen in-depth interviews were conducted with 10 individuals in Northern Ireland during 2008–2009. Drawing on an embodied sociological approach, the findings show that physical pleasure, love, commitment, a desire to conceive without medical interventions and a dislike of condoms within regular ongoing relationships, shaped individuals' sense of biological risk. In addition, the subjective logic that a partner had not previously become infected through unprotected sex prior to knowledge of HIV status and the added security of an undetectable viral load significantly impacted upon women's and, especially, men's decisions to have unprotected sex in order to conceive. The findings speak to the importance of reframing public health campaigns and clinical counselling discourses on HIV risk transmission to acknowledge how couples negotiate this risk, alongside pleasure and commitment within ongoing relationships.

Plays of Difference

Review-essay

Preparing to teach : learning from an exploration of teachers' experiences of teaching in classrooms of difference

This qualitative study explores practicing teachers' experiences of teaching in classrooms of diversity, that is, classrooms where students represent a variety of differences including race, culture, ethnicity, and class. More specifically, this study investigates the types of curricular and pedagogical practices teachers employ in their classrooms. This study attempts to make a contribution to the scholarship of critical pedagogy by drawing upon the works of critical pedagogues to make sense of participants' descriptions oftheir curricular and pedagogical practices. Four participants were involved in this study. Participants were elementary teachers in classrooms of difference in Ontario who contributed the primary sources of data by engaging in 2 individual interviews. Additional sources of data included a focus group meeting that 2 ofthe participants were able to attend, school board curriculum resource documents assisting teachers in teaching critically, as well as a research journal which the researcher kept throughout the study. The scholarship of critical pedagogy (Ellsworth, 1992; Giroux, 1993; McLaren, 1989) informs the analysis of participants' descriptions of their teaching experiences. Many of the participants did not engage in a practice of critical pedagogy. This study explores some of the challenges and possibilities of using critical pedagogy to create spaces in classrooms where teachers can build connections between the curriculum mandated by the government and the multiple identities and experiences that students bring into the classroom. This study concludes with a discussion on what teachers need to know to be able to begin creating equitable and educational experiences in classrooms of difference.

Identity Formation and Negotiation of Afghan Female Youth in Ontario

The following thesis provides an empirical case study in which a group of 6 first generation female Afghan Canadian youth is studied to determine their identity negotiation and development processes in everyday experiences. This process is investigated across different contexts of home, school, and the community. In terms of schooling experiences, 2 participants each are selected representing public, Islamic, and Catholic schools in Southern Ontario. This study employs feminist research methods and is analyzed through a convergence of critical race theory (critical race feminism), youth development theory, and feminist theory. Participant experiences reveal issues of racism, discrimination, and bias within schooling (public, Catholic) systems. Within these contexts, participants suppress their identities or are exposed to negative experiences based on their ethnic or religious identification. Students in Islamic schools experience support for a more positive ethnic and religious identity. Home and community provided nurturing contexts where participants are able to reaffirm and develop a positive overall identity.

Bargaining Power Dynamics and the Negotiation of Commercial Rights and Obligations: A Case of Athlete Agreements

This qualitative case study explored how the structural power imbalance in high performance sport influenced the bargaining process and resulting commercial rights and obligations of a single Canadian national sport organization’s (NSO1) Athlete Agreement. Principles comprising the doctrine of unconscionability, specifically the identification of a power imbalance between contracting parties, and the exploration of how that power imbalance influenced the terms of the contract, provided a framework to analyze factors influencing the commercial contents of NSO1’s Athlete Agreement. The results of this analysis revealed that despite the overarching influence of the inherent structural power imbalance on all aspects of NSO1 and its membership, an athletes’ level of commercial appeal can reach such heights as to balance the bargaining positions of both parties and subsequently influence the commercial contents of the Athlete Agreement.

Universities as communities of difference

Resumen tomado de la publicaci??n

Land, rights and the gift: the Countryside and Rights of Way Act 2000 and the negotiation of citizenship

The Countryside and Rights of Way Act came into force at the end of 2000 with,as part of its content, new provisions relating to public access to the English and Welsh countryside. In this paper we review the main elements of the Act and assess its meaning in relation to citizenship, territoriality and the place of land in English law and society. We invoke Mauss’s (1954)concept of Gift to explain the process of brokerage being made over access and rights in the countryside. In conclusion we reflect on the Act as being indicative of a wider move towards Bromley’s (1998)post-feudal scenario for land and its governance.