Journal Articles

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

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Author: search.filters.author.Morison TSubject: search.filters.subject.2002 Cultural Studies

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    Performing smart sexual selves: A sexual scripting analysis of youth talk about internet pornography
    (SAGE Publications, 2023-01-22) Healy-Cullen S; Morison T; Taylor J; Taylor K
    In this article, we explore young New Zealanders’ use of sexual scripts in talk about Internet pornography (IP) to perform ‘smart’ sexual selves. Using sexual scripting theory, as developed by feminist discursive psychologists, our analysis of interview data generated with 10 youth (aged 16–18 years) highlights two commonly constructed sexual identities across youth talk; (i) the proficient Internet pornography user, and (ii) the astute Internet pornography viewer. The way these young people talk about portrayals of sexuality and gender in IP – and their ability to discern its artifice – suggests they are savvy consumers who are capable of using IP as a cultural resource (e.g. for learning, entertainment) while at the same time acknowledging it as a flawed representation of sex and sexuality. We discuss the implications of our findings for strengths-based sexuality education that supports sexual agency, proposing a justice-orientated approach grounded in the notion of ethical sexual citizenship.
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    Patient-provider power relations in counselling on long-acting reversible contraception: a discursive study of provider perspectives
    (Taylor and Francis Group, 2022-05-06) Morison T
    Contraceptive providers play an essential role in shaping contraceptive decision-making and care, with the potential to constrain patients' agency. This is a particular concern given the rising hegemony of Long-Acting Reversible Contraception (LARC) and growing evidence of negative patient experiences of LARC promotion and provision. Despite this evidence, little research has considered health providers' perspectives. Drawing on interviews with 22 contraceptive health providers in Aotearoa New Zealand, this paper explored their professional identity construction, focusing on meaning-making in instances of conflict between providers' and patients' priorities and agendas. Guided by feminist poststructuralist theory, the discursive analysis highlights common rhetorical strategies used by participants to (1) justify the use of coercive practices to encourage LARC uptake, and (2) in turn, negotiate positive identities. Findings show how participants grapple with the reproductive politics structuring contraceptive care, including established understandings of the purpose of (long-acting) contraception and contraceptive providers' roles vis-à-vis provision and promotion. The findings point to limitations on contraceptive agency, despite the unanimous endorsement of rights-based voluntary care. Extending the critical literature on LARC and contributing to the under-researched area of contraceptive coercion and agency, the findings of this study have important implications for the delivery of contraceptive care.
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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.