FILOSOFÍA DE LA HISTORIA
16. P Ricoeur, op cit., pp 296 ss.
within a psycho-social discourse. The use of personal examples demonstrated how social values, the way in which hegemonic masculinity was currently socially organised and the consequences of sex, sexuality and sexual decision-
making, all impacted on how the female students‘ understood the role of the female. However, because psycho-social discourses do not account for the constitutive effect of social discourses the female students‘ comments regarding the role of the female were understood in terms of psychologically innate response to social influences. Examples of this category:
Well, it‘s like prostitutes. They sleep with a lot of people and I know that girls who have had a lot of experience, then guys just relate them to a prostitute.
The guys get labelled as the coolest. The girls get labelled as prostitutes and stuff.
Yeh, like the guys walk around bragging about it and saying, you know, that guy is so cool because he‘s had a lot of action, but no way, not the girls, they just get total put downs.
4.3.3 Discourses
This next stage of the data analysis was where the relations between categories and concepts were made explicit, and the categories were integrated into a theoretical framework that could specify causes, conditions and consequences of the processes (Charmaz & Mitchell 2001).
Those categories that shared similar causes, conditions and consequences, were collapsed into discourses. As can be seen in the following table, there are many conceptual relationships within categories that existed between and across discourses. This phenomenon aided and supported the Foucauldian model of discourse analysis, which ultimately looked for evidence of inter-relationships between and across discourses.
The seven categories previously identified in the data were collapsed to form the following four discourses. These discourses are elaborated upon in chapter five.
Categories Discourses 1 2 3 4 6 7
Engages with learning expectations.
Offers information based on personal opinion, examples, and/or experiences of sex, sexuality and sexual relationships. Demonstrates deep understanding of sex, sexuality and sexual decision-making.
Discusses personal and social values regarding sex, sexuality and sexual relationships.
Refers to the role of the male in sex, sexuality and sexual decision-making.
Refers to the role of the female in sex, sexuality and sexual decision-making. Discourse of Compromised Knowledge Categories Discourse 2 3 4 5 6 7
Offers information based on personal opinion, examples, and/or experiences of sex, sexuality and sexual relationships. Demonstrates deep understanding of sex, sexuality and sexual decision-making.
Discusses personal and social values regarding sex, sexuality and sexual relationships.
Discusses feelings and emotions regarding sex, sexuality and sexual relationships.
Refers to the role of the male in sex, sexuality and sexual decision-making.
Refers to the role of the female in sex, sexuality and sexual decision-making.
Discourse of Heterosexual Subterfuge
Categories Discourse 1 2 4 6 7
Engages with learning expectations
Offers information based on personal opinion, examples, and/or experiences of sex, sexuality and sexual relationships. Discusses personal and social values regarding sex, sexuality and sexual relationships.
Refers to the role of the male in sex, sexuality and sexual decision-making.
Refers to the role of the female in sex, sexuality and sexual decision-making. Discourse of Deficient Masculinity Categories Discourse 1 2 3 4 5 6 7
Engages with learning expectations.
Offers information based on personal opinion, examples, and/or experiences of sex, sexuality and sexual
relationships.
Demonstrates deep understanding of sex, sexuality and sexual decision-making.
Discusses personal and social values regarding sex, sexuality and sexual relationships.
Discusses feelings and emotions regarding sex, sexuality and sexual relationships.
Refers to the role of the male in sex, sexuality and sexual decision-making.
Refers to the role of the female in sex, sexuality and sexual decision-making.
Discourse of Guarded Femininity
4.4 Conclusion
This chapter has demonstrated how a model of constructivist grounded theory (Charmaz 2000, 2006) has been applied to the data collected during a six-week, curriculum-based sex education program for grade 10 students in their final year of a secondary, co-educational, government school in Tasmania. Constructivist grounded theory (Charmaz 2000, 2006) has been applied to the data in order to identify patterns and themes. Through separation, sorting and
synthesising, the data has been constructed into a qualitative form of coding, which distilled the data enabling the researcher to conceptualise the codes into analytic categories, which not only coalesced upon further interpretation, but became more theoretical as the process engaged in further levels of analysis (Charmaz 2006). The analytic categories, and the conceptual relationships identified between them, assisted in building levels of abstraction directly from the data that culminated in an ‗abstract theoretical understanding of the studied experience‘ (Charmaz 2006, 4). It is through this systematic method of coding and analysis that the dominant discourses are constructed.
The following chapter applies a model of critical discourse analysis (Carabine 2001), informed by Foucault‘s (1972, 1976, 1977, 1980) work on the inter- relationships of discourse, power and knowledge to the dominant discourses constructed from the health educators‘, the male students‘ and the female students‘ data. Critical discourse analysis makes transparent the ways in which power and knowledge operate through discourse to authorise and produce particular versions of sexuality as the truth, and to what effect, and is consistent with the critical and feminist poststructural intent of this research.