Browsing by Author "Holley-Boen, Wendy"
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- ItemPractising fiercely : fulfilment through stance, supports and stamina : a participatory narrative inquiry of specialist teachers' practice in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Ph.D. in Education at Massey University, Albany, Aotearoa New Zealand(Massey University, 2017) Holley-Boen, WendyTeachers work within a range of personal and contextual factors that serve as enablers and barriers to their professional identity, practice and wellbeing. There is a need to explore their perspectives of the current education context, and their roles within it, to better understand the ways teachers experience and position themselves within and against the tensions posed by an increasingly complex world. This research is timely as it investigates an emerging group of professionals, specialist teachers in Aotearoa New Zealand, who integrate postgraduate study with new professional roles and the other facets of their lives. Using a participatory narrative inquiry, steeped in positive psychology and biculturally responsive practice, the present study identifies connections across identity, practice and wellbeing as knowing oneself and conceptualizing practice as relational; ecological and contextualized; challenging and requiring lifelong learning. Alongside the enablers of trust and agency, the research foregrounds the tensions of working in a system straddling special and inclusive education and other unintended barriers to professional practice. Enablers, tensions and mediating variables are unpacked with a focus on the way agentic professionals navigate their personal and professional lives. Findings from the present study informed the development of a framework for the fulfilment of teachers through fierce practice comprised of stance, supports and stamina. This framework has utility at the individual level, supporting the fulfilment of individual teachers. At the systems level, the framework may be of interest to tertiary teachers and institutions wishing to help teachers to develop and sustain meaningful and satisfying lives.
- ItemProfessional identity positioning of internationally qualified nurses during workplace interactions with colleagues in New Zealand healthcare settings : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Manawatū, New Zealand(Massey University, 2024) Taylor, DanaThe global nursing shortage has been a catalyst for the international migration of nurses. Internationally qualified nurses (IQNs) are valued in New Zealand as capable and competent healthcare professionals. As limited research exists into the professional identity of IQNs in New Zealand, my aim for this study was to explore IQNs’ discursive identity positioning. Research determining ways to support IQNs’ career sustainability was missing in the extant literature, which this study sought to address. Taking a social constructionist perspective, I employed narrative inquiry to empower eight IQN participants to tell stories of challenging and positive workplace interactions with their colleagues. The participants had English as their first or additional language and had been nursing in New Zealand for at least three years. Narrative data from participants were collected during COVID-19 pandemic restrictions in New Zealand by means of semi-structured interviews (‘Story-Led Conversations’) and peer-facilitated conversations via Zoom (‘Zoom Pair Shares’). Participants’ storied experiences were analysed to reveal aspects of IQNs’ discursive positioning. This allowed me to identify: how IQNs positioned themselves and others as they told stories of participating in workplace interactions with colleagues in New Zealand healthcare settings; how they used discursive positioning in their stories to jointly construct aspects of their professional identity; and the implications of understanding, and responding to, participants’ stories for the IQNs themselves and the wider nursing community. I used thematic analysis to construct six themes related to IQNs’ workplace interactions. I also developed an analytical framework based on positioning theory—the multimodal positioning analysis (MPA) model—to analyse participants’ discursive positioning of self and others when telling their stories of workplace interactions. Research findings indicated that IQN participants’ workplace interactions with colleagues impacted upon their professional identity positioning. The nature of this impact included IQNs’ sense of professional self, agency, collegiality, and wellbeing, which are critical for IQNs’ feelings of belonging and career sustainability. Findings from this study may lead to greater understanding and support of IQNs as they build a successful long-term nursing career in New Zealand.