Papers by Sophie Goldingay
Indigenous Subjectivities: How Young Women Prisoners Subvert Domination Representations to Maintain Their Sense of Intrinsic Worth
This chapter describes how young women prisoners draw on NZ Maori spiritual values to resist limi... more This chapter describes how young women prisoners draw on NZ Maori spiritual values to resist limiting and limited identity constructions in language use within the prison.
Young women offenders face a number of complex situations both inside prison and in the community... more Young women offenders face a number of complex situations both inside prison and in the community when they are released. One that is of particular concern is the connection between substance dependence and violent offending and the wider contextual factors which make both more likely. Some studies suggest that the correlation between substance dependence and violence is more pronounced amongst female prisoners than male prisoners, a difference attributed to higher rates of substance dependence amongst women. This correlation is discussed in relation to young women in a mixed-age female prison environment. In a previous article (Goldingay, 2007a), I explored the bullying evident within the group of 20 young New Zealand women prisoners (aged 17-19 years) who participated in my doctoral study. In this article, I discuss the strong link between drug use and violence for this group of young women and question why this might be, and how policy makers might respond. Consultation with representatives of Mäori groups, including kaumatua, kaitiaki, and kuia, and New Zealand research literature has indicated that substance abuse and violence are merely symptoms of deeper structural and contextual issues (Huriwai,
Doing Anti-oppressive Social Work: Rethinking Theory and Practice
Australian Social Work, May 11, 2023
At present in Aotearoa New Zealand, young female prisoners aged 14-19 years are either mixed with... more At present in Aotearoa New Zealand, young female prisoners aged 14-19 years are either mixed with adult prisoners, or segregated. Segregation is often in isolation, with few opportunities for participating in rehabilitative and therapeutic programs or education. Young male prisoners aged 14-19 years have the opportunity to reside in youth units in order to protect them from the perceived negative effects of mixing with adult offenders, and they are provided with age-appropriate services and interventions. This study explores the social context within women's prisons in order to consider what might be in young female prisoners' best interests with regards to mixing with adults in prison. Preliminary observations indicate that in Aotearoa New Zealand women's prisons, a culture of respect for older women exists amongst the young women prisoners. The implications of this, and other observations of the social context that may be relevant to the wellbeing of young female prisoners, are therefore explored. A qualitative Discourse Analysis approach is being used in this study to analyze texts emanating from the transcripts from semi-structured interviews with young women prisoners. The author's own social work practice and research background has contributed to this research being guided by a feminist and anticolonial agenda. Hence, the author seeks to advance the situation of this group of women, and consider what is in their best interests. Corrections is that only women under 18 will undergo the TBI, and have the opportunity to reside in a special facility, in keeping with UNCROC guidelines. Young women 18-19 years will automatically mix with adults. This does not appear to mirror the opportunities given to young male inmates however. It is possible that such a policy is based on small numbers of women in this age group. I contend that in not investigating what is in young female prisoners' best interests, on the basis of small numbers, policy makers are neglecting to consider the impact on future generations. Therefore, young women aged 14-19 are included in this study to be in keeping with the target group of young male prisoners who have been identified as potential residents of Young Offender Units. This introductory paper will explore relevant national and international literature around mixing female youth with adults in a prison environment. This includes information on role modelling, Maori values with respect to older persons, literature on bullying and its effects, and literature on constructions of femininity and female aggression in general. Extracts from interviews with young women held in Christchurch Women's Prison, and analysis of these will be included in this report. This group of participants comprises the first cohort to be interviewed in a study that will also involve interviewing groups in the other main urban centres in New Zealand. The paper will conclude with a discussion of issues that arise from ongoing analysis of the Christchurch data, and implications for further research. Tania Mataki, a counsellor and programme provider for women in prisons during the last 10 years, and currently manager of Te Puna Oranga Counselling service in Christchurch, will present a Maori perspective in this section, based on her involvement in this Christchurch part of the study.
Journal of social inclusion, Dec 18, 2012
As the proportion of older adults continues to grow in many Western countries, there are increasi... more As the proportion of older adults continues to grow in many Western countries, there are increasing concerns about how to meet their needs. Ensuring social connectedness and inclusion is one way to support older adults' wellbeing. Online social networking has become common place amongst younger age groups, suggesting its possible usefulness for older adults, in order to combat isolation and loneliness. Some quantitative studies have already explored the amount and degree of online social networking amongst older adults. To add further understanding of how older adults experience social inclusion via the internet, the current qualitative study aimed to explore older adults' subjective experience of online social networking. Findings demonstrated a number of supports and barriers to social inclusion which reflect barriers to social inclusion of older adults in the non-virtual world. Recommendations to support social inclusion of isolated older adults via online social networking are suggested.
Questioning identities: social service workers transition to being social work students
Social Work Education, Oct 20, 2021
Without fists': Age-mixing and its influence on safety and criminal contamination in women's prisons
Youth Studies Australia, Jun 1, 2012
Prisons are often considered to be places where violence and intimidation prevail, and where youn... more Prisons are often considered to be places where violence and intimidation prevail, and where young prisoners are at risk of victimisation from adult prisoners. For this reason, youth in custody are housed separately from adult offenders in most Western jurisdictions. In New Zealand, for a variety of reasons, a separate facility for young women in custody is not provided as it is for young men. Therefore, researchers were able to conduct a study to investigate the experience of age-mixing from the point of view of young women in custody. Dominant notions of what constitutes contamination and who perpetrates violence in the custodial setting have been challenged as a result of analysis of this data. In fact, young women who were age-mixed in custody asserted that age-mixing has the effect of decreasing the degree and impact of the prevailing violent culture.
Building relationships and effecting change: critical social work practice in prison settings
Routledge eBooks, Jul 25, 2020
I f media reports of women's crime are a measure of societal attitudes, then it is clear that wom... more I f media reports of women's crime are a measure of societal attitudes, then it is clear that women as offenders continue to interest, fascinate and appal rhe public. There is a general public concern in many Western countries at the perceived increase in violent crime perpetuated by women and, in particular, young women (Brown, Chesney-Lind & Stein, 2013). The role of the media in fuelling this concern has increasingly come to be questioned. At the time of writing this chapter, yet another media item had caught the headlines in New Zealand: 'Younger, more violent women behind bars' (Neale, 2012), a headline that may well increase levels of anxiety surrounding women offenders. The way that crime is reported in the media, however, may not only influence public perceptions of crime but may play a role in shaping responses to offenders (see Chapter 4). In this chapter, we review the reporting of women's offending from * Personal communication, Senior Research Advisor, Department of Corrections, 2 March 2012. ' j () j
Heartfelt thanks go to my husband Andrew for suggesting I embark on this project, and for support... more Heartfelt thanks go to my husband Andrew for suggesting I embark on this project, and for supporting me through it. This project is dedicated to the courageous young women who participated in this study and shared their knowledge and experiences with us. To raurau toku raurau ka ora te iwi: With your knowledge and my knowledge we can grow together. Finally, grateful acknowledgement to SPEaR (Social policy evaluation and research) for the funds provided by their Linkages program for this project.
Teaching in Higher Education, Dec 8, 2020
While university participation has widened, retention and success rates remain lower for some div... more While university participation has widened, retention and success rates remain lower for some diverse Australian undergraduate cohorts, e.g. students from low socioeconomic status backgrounds, Indigenous students and students with disability. Institutional characteristics and culture are more important factors in attrition than student characteristics. This paper explores how universities could develop learning and teaching communities that are more inclusive through insights into some complex relationships between student diversity, academic roles and identities. Using a critical discursive psychology approach, we identified 12 different subject positions that Australian academics from 19 universities adopted in constructing their identities as teachers of students from diverse backgrounds. We critically discuss illustrative findings from one academic who adopted seven different subject positions to explore the impact of institutional context on social positioning and dynamics related to learning, teaching and student diversity. We conclude that a 'students-as-partners' approach could help universities to better recognise and value diversity.
Session 8: The grand finale
Responses to COVID-19 impacts have shown how quickly universities can change, given the impetus. ... more Responses to COVID-19 impacts have shown how quickly universities can change, given the impetus. However, global disruptions to university learning and teaching have not yet been matched by any significant change to university leadership. Taking gender equity as our focus, we argue that pedagogical disruption should extend beyond the classroom to reshape academic leadership. In this commentary we critically reflect on the question 'How can university leaders share power to nurture caring and ethical academic leadership'? Taking some cues from disruptions to university learning and teaching, we call on the work of bell hooks to propose a holistic vision of university leadership as a form of critical pedagogy-'engaged pedagogy'. We draw on combined experience in professional and academic roles at six universities in Australia and Aotearoa New Zealand to share composite vignettes of holistic leadership practices grounded in integrity, collaboration and personal wellbeing. Our commentary concludes with practical suggestions for changing university governance in a time of disruption so that leadership as engaged pedagogy can be practised more widely. Practitioner Notes Practitioner Notes 1. Globally, responses to the COVID-19 pandemic have shown how quickly universities can change, given the impetus. 2. Pedagogical disruption should-and can-be extended beyond the classroom to reshape university leadership. 3. Engaged pedagogy offers guiding values and practices for reshaping university leadership culture and practices to foster wellbeing as a source of empowerment in a time of disruption. 4. Vignettes illustrate engaged pedagogy in action as a form of practical wisdom to guide university leadership renewal that promotes gender equity. 5. Governance reforms that have proven successful in promoting university learning and teaching quality are suggested to foster university leadership as engaged pedagogy.
Inclusive service design for young people with learning disabilities who exhibit behaviours of concern
Routledge eBooks, Jul 24, 2013
Storying Beyond Social Difficulties with Neuro-Diverse Adolescents
Routledge eBooks, Dec 6, 2019
Session 3: Narrative and identity
Session 4: Context, plot structure, props, and scenes
Session 5: Beginning to identify problems to solve in the story
Session 6: How will the characters solve the identified problems and what are the props for the movie?
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Papers by Sophie Goldingay