title: Unpacking the effects of power relations in childhood sexuality: A discursive analysis based on conversations with parents, teachers and counsellors

authors: Flanagan, Paul G.

subjects: Discourse

abstract: This research focusses on language used by adults within Aotearoa New Zealand who are significant in children’s lives, exploring cultural and societal discourses on childhood sexuality. Seventeen individual and three group interviews were conducted involving thirteen parents and nine teachers from two schools, and six therapists from one counselling agency. The participants were consulted on a series of six vignettes which were developed from clinical examples of children’s experiences. These vignettes were presented verbally to the participants. Ethical approval to interview children was granted, but parents did not consent to their involvement. The focus therefore turned to adults and the transcripts from these interviews provided the material for a discursive analysis of text and language based on the interview conversations. 
Utilising poststructuralist and feminist analysis of discourse as language and practices of power/knowledge, strategies were located in which children’s sexual subjectivities are governed through adults’ talk. This speaking produces gendered and sexed child subjects within dominant discourses of compulsory heterosexuality and normative biological and psychological development. Adults’ own sexual subjectivities also appeared to be regulated by these same practices, influencing the ways it was possible to talk about sexuality in childhood. Parents’ talk indicated care and initial intention to teach the child about sex and sexuality, but there was uncertainty about how and when, and fear about losing the initiative when a child accessed information from others, such as peers at school or from the internet. Through this talk, parents were constructed as ‘judges of normality’, guarding innocence and the heteronormative gender binary. Teachers’ talk reflected on changes in children’s awareness of themselves and others, and spoke of diversity in children’s experiences about sexuality and gender. However, regulated through policy as teachers in their relating to children about sex and sexuality, their talk was cautious. The analysis of interviews with counsellors focussed on the silences in society around talking about gendered norms of male sexuality and sexual behaviour. 
I found that there were instances where ideas stood in contrast to dominant positions within discourses. While most parents’ talk expressed a desire to be truthful with children’s inquiry and curiosity about sex and sexuality, few parents responded more openly and fully with that information. Overall, I found that the sites of talk about child sexuality were generally populated by women/mothers, and that men/fathers are frequently absent and/or silent in these discussions. The analysis suggested that, within an environment of uncertainty, information is hidden from children, and adults struggle to find public and professional spaces that are available and safe to engage in discussion with other adults about children and sexuality. Confusion and uncertainty characterised adults’ concerns about their responsibilities for deciding when, what and how much information to share with children about sex and sexuality.

text: Unpacking the effects of power relations in childhood sexuality: A discursive analysis based on conversations with parents, teachers and counsellors This research focusses on language used by adults within Aotearoa New Zealand who are significant in children’s lives, exploring cultural and societal discourses on childhood sexuality. Seventeen individual and three group interviews were conducted involving thirteen parents and nine teachers from two schools, and six therapists from one counselling agency. The participants were consulted on a series of six vignettes which were developed from clinical examples of children’s experiences. These vignettes were presented verbally to the participants. Ethical approval to interview children was granted, but parents did not consent to their involvement. The focus therefore turned to adults and the transcripts from these interviews provided the material for a discursive analysis of text and language based on the interview conversations. 
Utilising poststructuralist and feminist analysis of discourse as language and practices of power/knowledge, strategies were located in which children’s sexual subjectivities are governed through adults’ talk. This speaking produces gendered and sexed child subjects within dominant discourses of compulsory heterosexuality and normative biological and psychological development. Adults’ own sexual subjectivities also appeared to be regulated by these same practices, influencing the ways it was possible to talk about sexuality in childhood. Parents’ talk indicated care and initial intention to teach the child about sex and sexuality, but there was uncertainty about how and when, and fear about losing the initiative when a child accessed information from others, such as peers at school or from the internet. Through this talk, parents were constructed as ‘judges of normality’, guarding innocence and the heteronormative gender binary. Teachers’ talk reflected on changes in children’s awareness of themselves and others, and spoke of diversity in children’s experiences about sexuality and gender. However, regulated through policy as teachers in their relating to children about sex and sexuality, their talk was cautious. The analysis of interviews with counsellors focussed on the silences in society around talking about gendered norms of male sexuality and sexual behaviour. 
I found that there were instances where ideas stood in contrast to dominant positions within discourses. While most parents’ talk expressed a desire to be truthful with children’s inquiry and curiosity about sex and sexuality, few parents responded more openly and fully with that information. Overall, I found that the sites of talk about child sexuality were generally populated by women/mothers, and that men/fathers are frequently absent and/or silent in these discussions. The analysis suggested that, within an environment of uncertainty, information is hidden from children, and adults struggle to find public and professional spaces that are available and safe to engage in discussion with other adults about children and sexuality. Confusion and uncertainty characterised adults’ concerns about their responsibilities for deciding when, what and how much information to share with children about sex and sexuality.

year: 2019

title: Hydrodynamic modelling of proposed expansion of the Port of Tauranga shipping channels and wharves

authors: Mullarney, Julia C.

abstract: The impact of the Stella Development Plan, specifically proposed wharf, reclamation and channel extensions, on the hydrodynamics of Tauranga Harbour were investigated using a depth-averaged barotropic numerical model, Delft3D. The model was calibrated and validated using field observations collected in March 2017 after the completion of capital dredging in 2016. The model calibration and validation scores for water level were consistently excellent. Calibration and validation scores for velocity were mostly excellent, but some locations outside the region of interest had lower scores; but are not considered to impact on the reported results. Water elevation changes resulting from the proposed extensions were less than the calibration and validation errors, and indicate negligible impact on tidal elevation and timing. The main impact of the extensions was a large decrease in flow speed within the deepened channel in Stella Passage. No signficant changes were evident beyond the extent of the channel extension, although there were some slight changes in flow direction associated with the abrupt depth transition into the new dredged channel. Comparison between the harbour hydrodynamics before and after the 2015/2016 capital dredging indicated that previous studies that investigated potential impacts of port and marina developments adjacent to Stella Passage will still be valid beyond the immediate area of wharf and channel extension.

text: Hydrodynamic modelling of proposed expansion of the Port of Tauranga shipping channels and wharves The impact of the Stella Development Plan, specifically proposed wharf, reclamation and channel extensions, on the hydrodynamics of Tauranga Harbour were investigated using a depth-averaged barotropic numerical model, Delft3D. The model was calibrated and validated using field observations collected in March 2017 after the completion of capital dredging in 2016. The model calibration and validation scores for water level were consistently excellent. Calibration and validation scores for velocity were mostly excellent, but some locations outside the region of interest had lower scores; but are not considered to impact on the reported results. Water elevation changes resulting from the proposed extensions were less than the calibration and validation errors, and indicate negligible impact on tidal elevation and timing. The main impact of the extensions was a large decrease in flow speed within the deepened channel in Stella Passage. No signficant changes were evident beyond the extent of the channel extension, although there were some slight changes in flow direction associated with the abrupt depth transition into the new dredged channel. Comparison between the harbour hydrodynamics before and after the 2015/2016 capital dredging indicated that previous studies that investigated potential impacts of port and marina developments adjacent to Stella Passage will still be valid beyond the immediate area of wharf and channel extension.

year: 2018

title: Te mōhiotangaora: Within the knowing healing begins

authors: Witehira, Tracey Moana

abstract: This thesis investigates the intersection of the colonized self and the Māori self, examining how these dual identities coexist within the same physical, mental, and spiritual space. Grounded in Māori ontology and wellness (Durie, 1998), the study uses an interdisciplinary approach that combines academic analysis, creative writing, pūrākau  (Lee, 2009), journal reflections, and artistic practice to explore two distinct ways of knowing that operate within this duality.
In this academic study, the colonized self is defined as a Māori woman shaped and constrained by the effects of colonization (Gemmell, 2013: Mikaere, 2003). Conversely, the Māori self represents the awakened Wahine Māori who has embraced mātauranga  Māori. She actively learns, embodies, practices, and lives Māori values and traditions as part of her everyday life. However, the Wahine Māori is not entirely free from the ongoing impacts of colonization, given the long history of conflict between Māori and European peoples in Aotearoa.  The colonization of New Zealand, marked by the signing of the Treaty of Waitangi in 1840, resulted in the systematic loss of cultural markers central to Māori identity (Jackson, 1998, 1995; Walker, 1990). Furthermore, government policies have contributed to the marginalization of Māori culture in areas such as family, education, religion, and loss of language (Pihama, 2001; Smith, 1999).
Through this creative practice research, the practice of raranga whatu is explored using both traditional and contemporary techniques, contributing to the development of mātauranga Māori art forms (Campbell, 2019; Smith, 2019). This study examines how the process of weaving supports one woman’s journey of reclaiming and empowering her Indigenous identity. Whatu raranga serves as a transformative practice, embodying the duality of the self within a uniquely Māori space of being. Within a Kaupapa Māori framework, the process of restoring cultural connections has supported the reawakening of Mana Wahine identity and the reclamation of Māori spaces, as recognized and embodied by kairaranga  (Campbell, 2019; Pere, 1991; H. Smith, 2019; Yates-Smith, 1980).

text: Te mōhiotangaora: Within the knowing healing begins This thesis investigates the intersection of the colonized self and the Māori self, examining how these dual identities coexist within the same physical, mental, and spiritual space. Grounded in Māori ontology and wellness (Durie, 1998), the study uses an interdisciplinary approach that combines academic analysis, creative writing, pūrākau  (Lee, 2009), journal reflections, and artistic practice to explore two distinct ways of knowing that operate within this duality.
In this academic study, the colonized self is defined as a Māori woman shaped and constrained by the effects of colonization (Gemmell, 2013: Mikaere, 2003). Conversely, the Māori self represents the awakened Wahine Māori who has embraced mātauranga  Māori. She actively learns, embodies, practices, and lives Māori values and traditions as part of her everyday life. However, the Wahine Māori is not entirely free from the ongoing impacts of colonization, given the long history of conflict between Māori and European peoples in Aotearoa.  The colonization of New Zealand, marked by the signing of the Treaty of Waitangi in 1840, resulted in the systematic loss of cultural markers central to Māori identity (Jackson, 1998, 1995; Walker, 1990). Furthermore, government policies have contributed to the marginalization of Māori culture in areas such as family, education, religion, and loss of language (Pihama, 2001; Smith, 1999).
Through this creative practice research, the practice of raranga whatu is explored using both traditional and contemporary techniques, contributing to the development of mātauranga Māori art forms (Campbell, 2019; Smith, 2019). This study examines how the process of weaving supports one woman’s journey of reclaiming and empowering her Indigenous identity. Whatu raranga serves as a transformative practice, embodying the duality of the self within a uniquely Māori space of being. Within a Kaupapa Māori framework, the process of restoring cultural connections has supported the reawakening of Mana Wahine identity and the reclamation of Māori spaces, as recognized and embodied by kairaranga  (Campbell, 2019; Pere, 1991; H. Smith, 2019; Yates-Smith, 1980).

year: 2025-01