Māori and Pacific student’s resistance to colonial cis-heteronormative discourse within high schools in Aotearoa, New Zealand

Abstract

ABSTRACT In this article, we draw on findings from two critical ethnographic studies across three high schools in Auckland, Aotearoa New Zealand. While the critical ethnographies canvased a range of topics, this article draws on the empirical findings specific to exploring how relationships and sexuality education as a key learning area within Health Education, continues to privilege western, cis-heteronormative understands of relationships and sexuality. Drawing on Butler’s theory of gender performativity and Foucault’s understanding of power relations we share student narratives which demonstrate the strength of cis-heteronormativity, even as teachers and students work to disrupt these norms. Furthermore, we engage queer theory and Tongan concepts such as tauhi vā to demonstrate how the inclusion of Pacific and queer knowledges allow students to subvert dominant colonial understandings of relationships and sexuality.