title: Ethical review and reflexivity in research of children's sexuality

authors: Flanagan, Paul G.

subjects: child sexuality

abstract: Research in the area of children's sexuality is largely based on observational and retrospective studies. Childhood studies literature increasingly calls upon the inclusion of children's voices, yet with sensitive topics ethical positions often close research possibilities in the territories of children's worlds. Children are perceived as a vulnerable group, especially when the investigation focuses on their sexual development and activity – and it is perceived that this research area is too sensitive and potentially harmful to children. Within the context of beginning a qualitative study on children's sexuality in New Zealand (including interviews with children), this paper reviews a number of studies of childhood research. These studies provide a glimpse at how research focusing on children has been conducted, and explores ethical issues arising in such research. The significance of researcher reflexivity is acknowledged for ethical research practice. The paper concludes that in research on children's sexuality a process of ethical review is limited, and that researcher competence in sensitive investigations is required. Among other difficulties for this researcher (with a professional background in child and family therapy) is the vulnerability of being a man choosing to research children.

text: Ethical review and reflexivity in research of children's sexuality Research in the area of children's sexuality is largely based on observational and retrospective studies. Childhood studies literature increasingly calls upon the inclusion of children's voices, yet with sensitive topics ethical positions often close research possibilities in the territories of children's worlds. Children are perceived as a vulnerable group, especially when the investigation focuses on their sexual development and activity – and it is perceived that this research area is too sensitive and potentially harmful to children. Within the context of beginning a qualitative study on children's sexuality in New Zealand (including interviews with children), this paper reviews a number of studies of childhood research. These studies provide a glimpse at how research focusing on children has been conducted, and explores ethical issues arising in such research. The significance of researcher reflexivity is acknowledged for ethical research practice. The paper concludes that in research on children's sexuality a process of ethical review is limited, and that researcher competence in sensitive investigations is required. Among other difficulties for this researcher (with a professional background in child and family therapy) is the vulnerability of being a man choosing to research children.

year: 2012

title: Critical pedagogy in early childhood education: Four case studies in Aotearoa New Zealand

authors: Kahuroa, Raella

subjects: Critical pedagogy

abstract: Critical pedagogy provides a rigorous critical theory for teachers and children in early childhood education.  This study seeks to answer two questions.  Firstly, how might teachers enact critical pedagogy in an early childhood education setting, and secondly, how can critical pedagogy support the belonging and empowerment of young children.  

The critical inquiry framework in this study is framed by Paulo Freire (1970/2018).  The study used an action research approach, and was undertaken as four case studies of teachers in the same kindergarten, with each teacher implementing a separate critical pedagogy inquiry.   

The findings of the study showed the possibilities that exist for children and teachers through a critical pedagogy approach.  Using Freirean concepts, informed by bicultural practices and supported by early childhood approaches (such as working theories, wait time, and open-ended dialogue), teachers were able to successfully implement critical pedagogy inquiries.  These inquiries also led to an expansion of children’s critical consciousness as they explored multiple perspectives.  Praxis supported the empowerment of children as they worked with teachers to act on issues that were important to them.  Belonging for children was also supported through opportunities to practise critical skills, negotiate challenges, solve problems, and collaborate for a common good. 

The study found that critical pedagogy was not only possible, but also valuable for children and teachers, supporting them to interrogate and transform the world around them.

text: Critical pedagogy in early childhood education: Four case studies in Aotearoa New Zealand Critical pedagogy provides a rigorous critical theory for teachers and children in early childhood education.  This study seeks to answer two questions.  Firstly, how might teachers enact critical pedagogy in an early childhood education setting, and secondly, how can critical pedagogy support the belonging and empowerment of young children.  

The critical inquiry framework in this study is framed by Paulo Freire (1970/2018).  The study used an action research approach, and was undertaken as four case studies of teachers in the same kindergarten, with each teacher implementing a separate critical pedagogy inquiry.   

The findings of the study showed the possibilities that exist for children and teachers through a critical pedagogy approach.  Using Freirean concepts, informed by bicultural practices and supported by early childhood approaches (such as working theories, wait time, and open-ended dialogue), teachers were able to successfully implement critical pedagogy inquiries.  These inquiries also led to an expansion of children’s critical consciousness as they explored multiple perspectives.  Praxis supported the empowerment of children as they worked with teachers to act on issues that were important to them.  Belonging for children was also supported through opportunities to practise critical skills, negotiate challenges, solve problems, and collaborate for a common good. 

The study found that critical pedagogy was not only possible, but also valuable for children and teachers, supporting them to interrogate and transform the world around them.

year: 2021

title: Te aho tapu: Mātauranga a Māui ancient knowledge and preserving culture through practice

authors: Keelan-Peebles, Jacqueline Roberta

abstract: I am Māui I am not Māori. Reclamation of identity as uri o Māui-tikitiki-a-Taranga is the ngako of  this creative thesis, in response to the question, ‘who were we before and what is Māuitanga’? 
Due to its paucity my intention is to revive its frequency in restoration to its rightful status in this way; the tools to navigate authentication is through the lens of mātauranga Māui, embedded in kōrero tawhito, traditional cultural practice, lived experience and whakapapa. Validation is  founded in our iwi repositories, pūrākau, ngā waiata, mōteatea, karakia, whaikōrero, rituals of encounter and the arts.
Raranga as the creative vehicle affords the means to analogize kaupapa Māui. The creation of a Kākahu/Korowai is the appropriate representation as its significance aligns itself with the mantle of honour due to rangatira living and those who have passed. 
Exploration of kaupapa Māui infrastructure is fundamental to unravelling multi-faceted cultural narratives. These are the mechanisms to the reclamation of who we were before and to answer the question of Māuitanga. Ultimately to claim and to restore my heritage, to reinstate the common use of an ancient iwi, te iwi ‛Māui’.

text: Te aho tapu: Mātauranga a Māui ancient knowledge and preserving culture through practice I am Māui I am not Māori. Reclamation of identity as uri o Māui-tikitiki-a-Taranga is the ngako of  this creative thesis, in response to the question, ‘who were we before and what is Māuitanga’? 
Due to its paucity my intention is to revive its frequency in restoration to its rightful status in this way; the tools to navigate authentication is through the lens of mātauranga Māui, embedded in kōrero tawhito, traditional cultural practice, lived experience and whakapapa. Validation is  founded in our iwi repositories, pūrākau, ngā waiata, mōteatea, karakia, whaikōrero, rituals of encounter and the arts.
Raranga as the creative vehicle affords the means to analogize kaupapa Māui. The creation of a Kākahu/Korowai is the appropriate representation as its significance aligns itself with the mantle of honour due to rangatira living and those who have passed. 
Exploration of kaupapa Māui infrastructure is fundamental to unravelling multi-faceted cultural narratives. These are the mechanisms to the reclamation of who we were before and to answer the question of Māuitanga. Ultimately to claim and to restore my heritage, to reinstate the common use of an ancient iwi, te iwi ‛Māui’.

year: 2022