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50) I take this approach in my analysis of the qualitative data collected during this research (see designing the methods and analysing the data section). Young people’s talk can be seen as representing the plethora of discourses which circulate in any historical moment, regional location and cultural context. How young people negotiate these is dependent upon the discursive resources available to them and their investments in the subject positions they offer. Like Willig (2001), I understand discourses and language to constitute meaning (as opposed to simply describing it) and therefore as having the capacity to constrain and enable behaviour and thought.

This discussion takes place in Chapter 7. Designing the methods and analysing data In order to recognise the contextually specific nature of young people’s narratives and capture their complexity, multiplicity and contradictions, the research employed an exploratory multi-method design. This comprised both qualitative and quantitative methods, which were used in a building-block fashion, each informing the design of the next. Focus groups were undertaken first to enable an initial familiarisation with young people’s language around sexuality and the identification of issues they deemed important.

In New Zealand, page one of the Ministry of Health’s ‘Sexual and Reproductive Health Strategy’ establishes government concern in two key areas, ‘New Zealand’s increasing number of sexually transmitted infections’ and ‘the high level of unintended/ unwanted pregnancies’. These policy directives impact upon the knowledge transmitted in sexuality education so that issues which aid in the prevention of unplanned pregnancy and STIs (such as contraceptive and condom use) are given precedence. These policy concerns are apparent in examples of contemporary health education curriculum content.