Journal Articles

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

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Start date: 2020Subject: search.filters.subject.emotion

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    Performing Identity Entrepreneurship During the Colonisation of New Zealand: A Rhetorical Construction of ‘Loyal Subjects of the Empire’
    (PsychOpen, Leibniz Institute for Psychology (ZPID), Trier, Germany, 2022-01-01) Choi SY; Liu JH; Belgrave M; Reddy G
    A thematic analysis of New Zealand’s historical Speeches from the Throne (10 speeches, from 1860-1899) investigated rhetorical strategies used by Governors during colonisation, to mobilise both settler and indigenous people’s participation in the British Empire. Identity leadership (Reicher & Hopkins, 2001, https://doi.org/10.1111/0162-895X.00246), augmented by critical theories of emotion (Williams, 1977, Marxism and literature. Oxford University Press) under the cultural framework of hierarchical relationalism (Liu, 2015, https://doi.org/10.1111/jtsb.12058) was applied to show how unequal but reciprocal relationships were invoked by Governors, as representatives of the Crown and advocates for the general public in New Zealand. Governors attempted to mediate a positive shared identity within the British Empire; but at the same time to isolate those who excluded from subjecthood by their hostility to the Crown. Governors alternated between efforts to mobilise people against indigenous Māori who challenged them, and offers to include Māori who conformed to the conventions required of a hierarchical relationship between Crown and subject. We reflect on how these dynamics of rhetorical performance may still be relevant today, especially in contexts of hierarchy and in the domain of leaderfollower relations more broadly.
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    Experimenting with Poeticizing to Open a Shared Space for Emotion and Mathematics in Preservice Teacher Education
    (Taylor and Francis Group on behalf of Kappa Delta Pi, 2025-06-18) Bonne L; Eden R; Higgins J
    Poetry and mathematics are not typically encountered together. In this paper, we describe our experience of taking an arts-based approach to bringing together mathematics and poetry by poeticizing the qualitative survey responses of preservice teachers who were learning to teach mathematics in elementary classrooms. We argue that poeticizing can open up new spaces and lines of inquiry to invite a rethinking of the relationship between mathematics and emotions, and unsettle the associated dominant narratives.
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    Holding together Hope and despair: Transformative learning through virtual place-based education in Aotearoa, New Zealand
    (John Wiley and Sons Australia, Ltd on behalf of New Zealand Geographical Society, 2025-02-18) Beban A; Korson C
    This article explores how virtual place-based education can foster transformative learning for distance students through a study of the Spatial Awareness Project, a digital storytelling film and podcast we co-created with faculty and students. We found that students engaged with the resources in complex ways, with three dominant themes emerging in qualitative surveys of their emotional engagement: feeling joy, feeling unsettled, and feeling empowered. We argue that digital media that leaves students simultaneously positively affected and unsettled can enable transformative learning through discomfort, creating space for imagining the world in new ways, and sparking new conversations and connections within and outside the classroom.
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    It does become personal: lessons from a news organisation’s #metoo campaign
    (Taylor and Francis Group, 9/01/2020) Hollings J
    This paper reports on a #metoo campaign by a mainstream news organisation. The campaign generated a high number of disclosures from survivors and was notable for its adoption of a survivor-led approach, in its efforts to minimise potential harm to survivors. It offers lessons for reporting on #metoo issues, including the best practice for dealing with survivors, campaign management and ultimately the implications for shifting editorial news values. Journalists demonstrated a heightened awareness of source subjectivity and were able to reconcile this with traditional journalistic norms.