Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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Author: search.filters.author.Napan KStart date: 2021

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    Intuition and social work practice: a different kind of knowing
    (Taylor and Francis Group, 2025-11-03) Napan K
    ABSTRACT This phenomenological, interpretive study sought to discover whether social workers in Aotearoa (New Zealand) integrated intuitive knowledge and experiences into their practice. The aim was to understand how this integration or non-integration impacted their practice and how their professional environments influenced their experiences. Through reflexive thematic analysis of interview transcripts, the findings gave insight into the practice of how four social workers utilized intuition in their professional practice. These findings included the impact of this integration and their professional environment on their personal and professional well-being and client outcomes.
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    Transforming teaching through cooperative inquiry: meaningful research for university teachers
    (Taylor and Francis Group on behalf of Educational Action Research, 2024-07-08) Green JK; Napan K; Jülich S; Stent WJ; Thomas JA; Lee DJ; Green MD
    In this article, seven participants from nursing, social work, accounting, fine arts, bioscience, and learning support disciplines share insights gained through participation in a transdisciplinary cooperative inquiry research group aimed at developing excellence in teaching. This Cooperative Inquiry for Reflection and Collaboration on Learning Effectiveness (CIRCLE) group promoted transformation of individual participants’ teaching as well as development of interdepartmental collaboration and camaraderie within the context of contemporary, performance-based academic environments. Collaborative, pedagogical, action research was undertaken through cooperative inquiry (CI) to explore transformative learning activities that increased teachers’ and students’ engagement while covering prescribed learning outcomes using creative approaches. The results are presented in a reflexive, collaborative autoethnography through seven authentic teacher stories. Reflections on the process and the impact of being in the research group provide evidence of the potential transdisciplinary, CI research groups offer to enhance research and teaching outcomes in higher education. These findings are significant internationally in light of the necessity to meet the increasing expectations of all stakeholders in the global tertiary education sector.
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    Practicing Democracy from Childhood: Democratic Praxis in Te Ao Māori
    (Berghahn Books, 1/12/2021) Smyth K; Napan K; Perkins R; Hunter R
    Democracy manifests itself in a range of ways and is an imperfect, dynamic struggle for collective decision-making. This article discusses the multifaceted processes of deliberative democratic praxis found in traditional Māori society. Central to decision-making in te ao Māori, hui provide formal and informal structures for deliberative democracy, precedent setting, learning, and transformation through consensus making, inclusive debate, and discussion across all levels of society. Rather than coercion and voting, rangatira relied on a complex mix of customary values and accomplished oratory skills to explore issues in family and community meetings and in public assemblies. Decisions made through inclusive deliberative processes practiced in hui established evident reasoning and responsibility for all community members to uphold the reached consensus. This article claims that practicing deliberative democracy as a fundamental way of life, learned through ongoing active and meaningful participation throughout childhood, improves the integrity of democratic decision-making.