title: The inherent liminality of lesbian detectives: Shifting spaces and lesbian crime fiction 1984-2022

authors: Antoniolli, Claudia

subjects: Crime fiction

abstract: This thesis studies lesbian detective fiction and specifically considers this genre in its early decades (1980s-1990s) from the United States, United Kingdom, Australia, and New Zealand. This thesis postulates that out of a sample pool of a hundred novels, there are recurring patterns of behaviours and attitudes among the protagonists of this genre within certain physical and metaphorical spaces. These patterns demonstrate a destabilised identity, as the lesbian sleuth never ceases to explore and test the boundaries of her authority as an enforcer of law and order and of her suppressed spatiality as a member of a sexual minority. This causes her to live in a perpetual state of Insider/Outsider liminality and it causes queer trauma to be a fundamental aspect of her character. This thesis considers this concept as the result of long-standing, systemic homophobia and heterosexist normativity, and utilises the notion of queer trauma to interpret the way the lesbian sleuth is inescapably stuck between a sense of duty and justice and a yearning for belonging and self-affirmation. The interpretive process is supported by an extensive and in-depth theoretical research into the fields of history, culture, geography, feminist criticism, gender, and sexuality studies for the selected subject matter. The spaces selected and analysed in this thesis are the queer closet, the medical establishment, domestic settings, and the gay bar. These spaces have been chosen for the significant, emblematic ways in which the lesbian detectives interact with them and have been analysed in order of their importance for the protagonists’ characterisation. The introduction includes introductory statements and the theoretical framework, the first chapter overviews major detectives in the history of crime literature from a spatial perspective; the second chapter discusses the queer closet; the third chapter considers the space of the clinic and the topics of queer trauma and of the pathologisation of homosexuality; the fourth chapter analyses the domestic settings of the protagonists; the fifth chapter examines the context of the gay bar and its history; finally, the conclusion offers closing statements about the focus and originality of this thesis. The originality of this thesis lies in its focus on spaces and on the relationship between the protagonist and society, law and order, and Self and Other. This thesis contributes to the knowledge of queer literature by specifically considering the unescapable liminality of the lesbian/Outsider detective/Insider.

text: The inherent liminality of lesbian detectives: Shifting spaces and lesbian crime fiction 1984-2022 This thesis studies lesbian detective fiction and specifically considers this genre in its early decades (1980s-1990s) from the United States, United Kingdom, Australia, and New Zealand. This thesis postulates that out of a sample pool of a hundred novels, there are recurring patterns of behaviours and attitudes among the protagonists of this genre within certain physical and metaphorical spaces. These patterns demonstrate a destabilised identity, as the lesbian sleuth never ceases to explore and test the boundaries of her authority as an enforcer of law and order and of her suppressed spatiality as a member of a sexual minority. This causes her to live in a perpetual state of Insider/Outsider liminality and it causes queer trauma to be a fundamental aspect of her character. This thesis considers this concept as the result of long-standing, systemic homophobia and heterosexist normativity, and utilises the notion of queer trauma to interpret the way the lesbian sleuth is inescapably stuck between a sense of duty and justice and a yearning for belonging and self-affirmation. The interpretive process is supported by an extensive and in-depth theoretical research into the fields of history, culture, geography, feminist criticism, gender, and sexuality studies for the selected subject matter. The spaces selected and analysed in this thesis are the queer closet, the medical establishment, domestic settings, and the gay bar. These spaces have been chosen for the significant, emblematic ways in which the lesbian detectives interact with them and have been analysed in order of their importance for the protagonists’ characterisation. The introduction includes introductory statements and the theoretical framework, the first chapter overviews major detectives in the history of crime literature from a spatial perspective; the second chapter discusses the queer closet; the third chapter considers the space of the clinic and the topics of queer trauma and of the pathologisation of homosexuality; the fourth chapter analyses the domestic settings of the protagonists; the fifth chapter examines the context of the gay bar and its history; finally, the conclusion offers closing statements about the focus and originality of this thesis. The originality of this thesis lies in its focus on spaces and on the relationship between the protagonist and society, law and order, and Self and Other. This thesis contributes to the knowledge of queer literature by specifically considering the unescapable liminality of the lesbian/Outsider detective/Insider.

year: 2023

title: Indigenising science, technology, engineering, and mathematics (STEM): Integrating Pacific knowledge within a high school STEM study program

authors: Kauaula, Zyshana

subjects: STEM

abstract: Pacific students have low course completion rates within universities in Aotearoa, New Zealand (ANZ), resulting in poor educational outcomes in STEM-related fields. Additionally, Pacific students are underrepresented in university departments, including those in STEM fields. This research explores the reasons behind Pacific students’ low representation and course completion rates in STEM, aiming to create a more supportive and conducive environment within ANZ universities.

Integrating culturally relevant educational content has been shown to improve the success rates of Pacific students. This thesis investigates the benefits of incorporating Indigenous Pacific knowledge into STEM curricula to enhance student engagement and academic performance. The research is based at the University of Waikato, aligning with the university's Pacific theme, Imua, meaning to go forward, to help Pacific students progress and thrive.

Despite the growing interest in integrating traditional Indigenous knowledge into education, most research in this area has been limited to small projects and case studies. This thesis provides an in-depth examination of an Indigenous methodology that acknowledges culture, identity, and worldview, aiming to offer a deeper understanding of the factors affecting Pacific students' development in STEM fields. Ultimately, this research aims to contribute to the development of a new STEM learning model that better supports Pacific students by addressing their cultural needs and backgrounds.

text: Indigenising science, technology, engineering, and mathematics (STEM): Integrating Pacific knowledge within a high school STEM study program Pacific students have low course completion rates within universities in Aotearoa, New Zealand (ANZ), resulting in poor educational outcomes in STEM-related fields. Additionally, Pacific students are underrepresented in university departments, including those in STEM fields. This research explores the reasons behind Pacific students’ low representation and course completion rates in STEM, aiming to create a more supportive and conducive environment within ANZ universities.

Integrating culturally relevant educational content has been shown to improve the success rates of Pacific students. This thesis investigates the benefits of incorporating Indigenous Pacific knowledge into STEM curricula to enhance student engagement and academic performance. The research is based at the University of Waikato, aligning with the university's Pacific theme, Imua, meaning to go forward, to help Pacific students progress and thrive.

Despite the growing interest in integrating traditional Indigenous knowledge into education, most research in this area has been limited to small projects and case studies. This thesis provides an in-depth examination of an Indigenous methodology that acknowledges culture, identity, and worldview, aiming to offer a deeper understanding of the factors affecting Pacific students' development in STEM fields. Ultimately, this research aims to contribute to the development of a new STEM learning model that better supports Pacific students by addressing their cultural needs and backgrounds.

year: 2024

title: Colouring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools

authors: Milne, Beverley Ann

subjects: Maori education

abstract: If we look at a child’s colouring book, before it has any colour added to it, we think of the page as blank.  It’s actually not blank, it’s white.  That white background is just “there” and we don’t think much about it.  Not only is the background uniformly white, the lines are already in place and they dictate where the colour is allowed to go.  When children are young, they don’t care where they put the colours, but as they get older they colour in more and more cautiously. They learn about the place of colour and the importance of staying within the pre-determined boundaries and expectations. 

This thesis argues that this is the setting for our mainstream, or what I have called, whitestream New Zealand schools — that white background is the norm.   When we talk about multiculturalism and diversity what we are really referring to is the colour of the children, or their difference from that white norm, and how they don’t fit perfectly inside our lines.  If the colour of the space doesn’t change schools are still in the business of assimilation, relegating non-white children to the margins, no matter how many school reform initiatives, new curricula, strategic plans, or mandated standards we implement.  What the schools in this study have tried to do is change the colour of the space – so that the space fits the children and they don’t have to constantly adjust to fit in.  

New Zealand’s education system has been largely silent on the topic of whiteness and the Eurocentric nature of our schooling policy and practice. However, when I talk to senior Māori and Pasifika ‘warrior-scholars” in Te Whānau o Tupuranga and Clover Park Middle School about “white spaces” they have encountered in their schooling experience they can identify them all too easily.  “White spaces,” they explain, are anything you accept as “normal” for Māori – when it’s really not,  any situation that prevents, or works against you “being Māori” or who you are, and that requires you to “be” someone else and leave your beliefs behind. White spaces are spaces that allow you to require less of yourself and that reinforce stereotypes and negative ideas about Māori.  Most telling of all was the comment from a Māori student that goes straight to the root of the problem, “White spaces are everywhere,” she said, “even in your head.”

This thesis describes the 25 year journey of two schools and their community’s determination to resist and reject alienating school environments in favour of a relevant culturally-located, bilingual learning model based in a secure cultural identity, stable positive relationships, and aroha (authentic caring and love).  While the research design is a case study, in terms of western, “white space” academic tradition, it is also a story in terms of kaupapa Māori and critical race methodology. More importantly, it is a counter-story that chronicles the efforts of these two schools to step outside education’s “white spaces” to create new space.  This counter-story is juxtaposed against pervasive, deficit-driven whitestream explanations of “achievement gaps” and the “long tail” of Māori and Pasifika “under-achievement” in New Zealand schools.  In the process of this research the focus shifted from how could Māori and Pasifika learners develop secure cultural identities in mainstream schools, to examining what barriers exist in schools that prevent this from happening already?  As these issues became clear the language of the thesis shifted accordingly; “developing” a cultural identity was reframed as a reclamation of educational sovereignty — the absolute right to “be Māori” or “be Pasifika” in school — and “mainstream” schooling became better understood as the “whitestream.” 

The study hopes to contribute to the journey other schools might take to identify and name their own white spaces, and to make learning equitable for indigenous and minoritised learners.

text: Colouring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools If we look at a child’s colouring book, before it has any colour added to it, we think of the page as blank.  It’s actually not blank, it’s white.  That white background is just “there” and we don’t think much about it.  Not only is the background uniformly white, the lines are already in place and they dictate where the colour is allowed to go.  When children are young, they don’t care where they put the colours, but as they get older they colour in more and more cautiously. They learn about the place of colour and the importance of staying within the pre-determined boundaries and expectations. 

This thesis argues that this is the setting for our mainstream, or what I have called, whitestream New Zealand schools — that white background is the norm.   When we talk about multiculturalism and diversity what we are really referring to is the colour of the children, or their difference from that white norm, and how they don’t fit perfectly inside our lines.  If the colour of the space doesn’t change schools are still in the business of assimilation, relegating non-white children to the margins, no matter how many school reform initiatives, new curricula, strategic plans, or mandated standards we implement.  What the schools in this study have tried to do is change the colour of the space – so that the space fits the children and they don’t have to constantly adjust to fit in.  

New Zealand’s education system has been largely silent on the topic of whiteness and the Eurocentric nature of our schooling policy and practice. However, when I talk to senior Māori and Pasifika ‘warrior-scholars” in Te Whānau o Tupuranga and Clover Park Middle School about “white spaces” they have encountered in their schooling experience they can identify them all too easily.  “White spaces,” they explain, are anything you accept as “normal” for Māori – when it’s really not,  any situation that prevents, or works against you “being Māori” or who you are, and that requires you to “be” someone else and leave your beliefs behind. White spaces are spaces that allow you to require less of yourself and that reinforce stereotypes and negative ideas about Māori.  Most telling of all was the comment from a Māori student that goes straight to the root of the problem, “White spaces are everywhere,” she said, “even in your head.”

This thesis describes the 25 year journey of two schools and their community’s determination to resist and reject alienating school environments in favour of a relevant culturally-located, bilingual learning model based in a secure cultural identity, stable positive relationships, and aroha (authentic caring and love).  While the research design is a case study, in terms of western, “white space” academic tradition, it is also a story in terms of kaupapa Māori and critical race methodology. More importantly, it is a counter-story that chronicles the efforts of these two schools to step outside education’s “white spaces” to create new space.  This counter-story is juxtaposed against pervasive, deficit-driven whitestream explanations of “achievement gaps” and the “long tail” of Māori and Pasifika “under-achievement” in New Zealand schools.  In the process of this research the focus shifted from how could Māori and Pasifika learners develop secure cultural identities in mainstream schools, to examining what barriers exist in schools that prevent this from happening already?  As these issues became clear the language of the thesis shifted accordingly; “developing” a cultural identity was reframed as a reclamation of educational sovereignty — the absolute right to “be Māori” or “be Pasifika” in school — and “mainstream” schooling became better understood as the “whitestream.” 

The study hopes to contribute to the journey other schools might take to identify and name their own white spaces, and to make learning equitable for indigenous and minoritised learners.

year: 2013