Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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    Extending sexual scripting theory through critical discursive psychology: An analytical approach to explore the performance of sexual identities.
    (SAGE Publications, 2024-09-23) Healy-Cullen S; Morison T
    Sexual scripting theory, a widely used tool in sexuality research, was originally developed by Gagnon and Simon to illuminate the social nature of sexual practices and identity construction. Later, they sought to develop the theory further to align with a social constructionist perspective. However, vestiges of individualism and cognitivism haunt sexual scripting theory largely due to the use of the symbolic interactionist concept of performance. To address this, we draw on the performance–performativity approach in critical discursive psychology that develops the notion of performance from a discursive perspective and offers a way of extending sexual scripting theory that offers a truly social explication of sexual identity construction. We provide a practical illustration of this extended theorising, drawing on data from a project about young people’s online engagement with pornography. We demonstrate how developing the notion of sexual scripts as discursive resources that enable the performance of sexual identities allows us to illuminate the social and situated nature of identity construction. This framework enhances understanding of the process of sexual identity construction and provides a valuable tool for studying how broader sexual scripts that are sociohistorically specific provide a scaffolding for the ways an individual can construct sexual identities. Overall, this paper offers a valuable contribution to discursive scholarship in psychology by presenting a nuanced analytical framework that coheres with a constructionist, performative view of identity.
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    What does it mean to be ‘porn literate’? Perspectives of young people, parents and teachers in Aotearoa New Zealand
    (Taylor and Francis Group, 5/04/2023) Healy-Cullen S; Morison T; Taylor J; Taylor K
    Porn literacy education is a pedagogical strategy responding to youth engagement with pornography through digital media. The approach is intended to increase young people's knowledge and awareness regarding the portrayal of sexuality in Internet pornography. However, what being 'porn literate' entails, and what a porn literacy education curricula should therefore include, is not a settled matter. Recognising the importance of end-user perspectives, 24 semi-structured interviews were conducted with parents, teachers and young people in Aotearoa (New Zealand) and analysed via critical, constructionist thematic analysis. Participants drew on a developmentalist discourse and a discourse of harm to construct porn literacy education as a way to inoculate young people against harmful effects, distortions of reality, and unhealthy messages. In addition to this dominant construction of porn literacy education, we identified talk that to some extent resisted these dominant discourses. Building on these instances of resistance, and asset-based constructions of youth based on their agency and capability, we point to an ethical sexual citizenship pedagogy as an alternative approach to porn literacy education.