Journal Articles
Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915
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Item 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 GA 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.Item Decoloniality and healthcare higher education: Critical conversations.(Wiley, 2024-05-08) Pillay M; Kathard H; Hansjee D; Smith C; Spencer S; Suphi A; Tempest A; Thiel LBACKGROUND: We explore the theoretical and methodological aspects of decolonising speech and language therapy (SLT) higher education in the United Kingdom. We begin by providing the background of the Rhodes Must Fall decolonisation movement and the engagement of South African SLTs in the decoloniality agenda. We then discuss the evolution of decoloniality in SLT, highlighting its focus on reimagining the relationships between participants, students, patients and the broader world. OBJECTIVE: The primary objective of this discussion is to fill a gap in professional literature regarding decoloniality in SLT education. While there is limited research in professional journals, social media platforms have witnessed discussions on decolonisation in SLT. This discussion aims to critically examine issues such as institutional racism, lack of belonging, inequitable services and limited diversity that currently affect the SLT profession, not just in the United Kingdom but globally. METHODS: The methods employed in this research involve the engagement of SLT academics in Critical conversations on decolonisation. These conversations draw on reflexivity and reflexive interpretation, allowing for a deeper understanding of the relationship between truth, reality, and the participants in SLT practice and education. The nature of these critical conversations is characterised by their chaotic, unscripted and fluid nature, which encourages the open discussion of sensitive topics related to race, gender, class and sexuality. DISCUSSION POINTS: We present our reflections as academics who participated in the critical conversations. We explore the discomfort experienced by an academic when engaging with decolonisation, acknowledging white privilege, and the need to address fear and an imposter syndrome. The second reflection focuses on the experiences of white academics in grappling with their complicity in a system that perpetuates racism and inequality. It highlights the need for self-reflection, acknowledging white privilege and working collaboratively with colleagues and students toward constructing a decolonised curriculum. Finally, we emphasise that while action is crucial, this should not undermine the potential of dialogue to change attitudes and pave the way for practical implementation. The paper concludes by emphasising the importance of combining dialogue with action and the need for a nuanced understanding of the complexities involved in decolonising SLT education. CONCLUSION: Overall, this paper provides a comprehensive overview of the background, objectives, methods and key reflections related to the decolonisation of SLT higher education in the United Kingdom. It highlights the challenges, discomfort and responsibilities faced by academics in addressing decoloniality and emphasizes the importance of ongoing critical conversations and collective action in effecting meaningful change. WHAT THIS PAPER ADDS: What is already known on this subject Prior to this paper, it was known that the decolonial turn in speech and language therapy (SLT) was a recent focus, building on a history of professional transformation in South Africa. However, there was limited literature on decoloniality in professional journals, with most discussions happening on social media platforms. This paper aims to contribute to the literature and provide a critical conversation on decolonising SLT education, via the United Kingdom. What this paper adds to existing knowledge This paper adds a critical conversation on decolonising SLT higher education. It explores theoretical and methodological aspects of decoloniality in the profession, addressing issues such as institutional racism, lack of sense of belonging, inequitable services and limited diversity. The paper highlights the discomfort experienced by academics in engaging with decolonisation and emphasizes the importance of reflection, collaboration and open dialogue for meaningful change. Notably we foreground deimperialisation (vs. decolonisation) as necessary for academics oriented in/with the Global North so that both processes enable each other. Deimperialisation is work that focuses the undoing of privilege exercised by academics in/with the Global North not only for localising their research and education agenda but checking their rite of passage into the lives of those in the Majority World. What are the potential or actual clinical implications of this work? The paper highlights the need for SLT practitioners and educators to critically examine their practices and curricula to ensure they are inclusive, decolonised and responsive to the diverse needs of communities. The discussions emphasise the importance of addressing institutional racism and promoting a sense of belonging for research participants, SLT students and patients. This paper offers insights and recommendations that can inform the development of more equitable and culturally responsive SLT services and education programmes.Item The Migratory Pathways of Labourers and Legislation: From Érin to Aotearoa(MDPI (Basel, Switzerland), 2022-10-10) Shaw RThis article addresses the process and consequences of colonisation by studying the migration of both legislative frameworks and one person who helped give those structures material effect in Aotearoa New Zealand. It situates the story of my great-grandfather—who migrated from Ireland in 1874, participated in te pāhua (the plunder) of Parihaka pā in 1881, and returned to Taranaki in 1893 to farmland taken from Māori—in the context of an institutional environment adapted from Irish antecedents to the particulars of Aotearoa. More specifically, I wish to (1) assess the extent to which statutory provision for the confiscation of Māori land and the establishment of the New Zealand Armed Constabulary was based on Irish templates; (2) connect those arrangements to the social and economic transformation my ancestor underwent; and (3) explore the significance of that historical legacy for descendants of my great-grandfather.Item A tale of two stories: Unsettling a settler family’s history in Aotearoa New Zealand(MDPI (Basel, Switzerland), 2021-03-01) Shaw ROn the morning of the 5 November 1881, my great-grandfather stood alongside 1588 other military men, waiting to commence the invasion of Parihaka pā, home to the great pacifist leaders Te Whiti o Rongomai and Tohu Kākahi and their people. Having contributed to the military campaign against the pā, he returned some years later as part of the agricultural campaign to complete the alienation of Taranaki iwi from their land in Aotearoa New Zealand. None of this detail appears in any of the stories I was raised with. I grew up Pākehā (i.e., a descendant of people who came to Aotearoa from Europe as part of the process of colonisation) and so my stories tend to conform to orthodox settler narratives of ‘success, inevitability, and rights of belonging’. This article is an attempt to right that wrong. In it, I draw on insights from the critical family history literature to explain the nature, purposes and effects of the (non)narration of my great-grandfather’s participation in the military invasion of Parihaka in late 1881. On the basis of a more historically comprehensive and contextualised account of the acquisition of three family farms, I also explore how the control of land taken from others underpinned the creation of new settler subjectivities and created various forms of privilege that have flowed down through the generations. Family histories shape the ways in which we make sense of and locate ourselves in the places we live, and those of us whose roots reach back to the destructive practices of colonisation have a particular responsibility to ensure that such narratives do not conform to comfortable type. This article is an attempt to unsettle my settler family narrative.Item The Mounting Crisis at Ihumaatao: A High Cost Special Housing Area or a Cultural Heritage Landscape for Future Generations?(School of Social and Cultural Studies, Victoria University of Wellington, 12/12/2018) McCreanor T; Hancock F; Short N
