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The twentieth century has witnessed an epidemic of metaphors in our attempt to make sense of sexuality and sexual health. This paper explores some of those constructs in order to gain insights into how we think, and ultimately how we practice. While many metaphors come from the wider culture, our health care institutions are a product of that same culture and we cannot help but be influenced by them and use the metaphors ourselves (Plummer 1995). In this paper, we will examine the use of notions of contamination, transmission and contagion to describe non-infectious social phenomena such as homosexuality and homophobia. Social constructionism discusses sexuality and gender, not as essential characteristics, but as socially produced, reproduced and transmitted, with the latter's symbolic similarity to infection transmission. However, while non-hegemonic expressions of gender and sexuality are viewed through these metaphors, the hegemonic variations remain unproblematised. As such, the unproblematised hegemonic representations are more likely to be viewed by the public as bearing essential qualities. [ABSTRACT FROM AUTHOR]

This paper adopts a social constructionist position on assessment, specifically that it can never be free of the social conditions in which it is practiced. As such, we explore two aspects of classroom interactions which contribute to and shape the learning environments in which assessment takes place. By drawing on interviews carried out with 51 teachers and 307 Year 3 (7–8‐year‐old) pupils the paper demonstrates where and how beliefs and attitudes about gender influence what they perceived as ‘good’ or ‘appropriate’ working relationships. It also considers the ways in which teachers utilize perceptions of gender to plan the curriculum and manage their classrooms. Whilst the pupils believed their teachers treated them in a fair and just manner, three quarters of the teachers interviewed believed they did or should respond differently to pupils according to gender. We argue that the emphasis given to boys’ underachievement has contributed to this scenario. [ABSTRACT FROM AUTHOR]

Increased academic attention on the gendering of leisure pastimes in recent years has highlighted the centrality of the gendered body in influencing how leisure is accessed, experienced and transformed. To date, however, little attention has been paid to how women experience aquatic leisure activity, the second most popular form of leisure activity in the UK, and where female participation predominates. This paper presents results from research investigating the aquatic leisure experiences of 22 women, with children aged under 3, in the North-East of England. A number of key themes emerged from the data, which highlighted the centrality of the gendered, lived body as a key social construct contouring participant perceptions in the swimming pool environment. Women reflected upon their self-perceived physical deficiencies when wearing revealing swimming costumes, particularly under the critical gaze of ‘other’ bodies, whether present or imagined. The co-presence of other bodies was also central in shaping lived experiences, and the presence of ‘dependent’ children’s bodies shifted bodily intentionality away from the self towards perceived maternal responsibilities and the management of perceived risks, including ‘dirt’ and ‘germs’ and the negotiation of the tacit rules of the swimming pool. Results also suggest that the emphasis on maternal responsibility in aquatic leisure activity and timing of parent-toddler sessions could lead to reproduction of gender inequalities and the exclusion of some fathers from participation. [ABSTRACT FROM AUTHOR]