Journal Articles
Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915
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Item Editorial: Small cetacean conservation: Current challenges and opportunities(Frontiers Media S.A., 2022-08-01) Kiszka JJ; Bejder L; Davis R; Harcourt R; Meekan M; Rodriguez DH; Stockin KA; Jessopp MItem Commentary: Psychological Science’s Aversion to the Null(Frontiers Media SA, 9/06/2020) Perezgonzalez JD; Frias-Navarro D; Pascual-Llobell J; Dettweiler, U; Hanfstingl, B; Schroter, HHeene and Ferguson (2017) contributed important epistemological, ethical and didactical ideas to the debate on null hypothesis significance testing, chief among them ideas about falsificationism, statistical power, dubious statistical practices, and Publication bias. Important as those contributions are, the authors do not fully resolve four confusions which we would like to clarify.Item Another Science Is Possible(Frontiers Media, 8/06/2020) Perezgonzalez J; Frias-Navarro D; Pascual-Llobell J; Dettweiler, U; Hanfstingl, B; Schroter, HThe philosopher of science Isabelle Stengers provides some food for thought regarding both the way we are doing science and the need for an alternative approach likened to the slow movement in other spheres of life.Item We story: Decoloniality in practice and theory(SAGE Publications, 6/07/2022) Mafile'o T; Wedu Kokinai C; Redman-MacLaren MWestern research and education draw heavily on evidence-based approaches underpinned by positivism. Reliance on this scientific approach informs what is to be counted, measured, and tested—what can be “known.” In our experience, evidence generated using this approach does not always bring the most useful outcomes in our diverse, naturalistic settings. In fact, often the proffered solution can distance and dehumanize the very people expected to be beneficiaries. In this article, we, as researchers and educators from different cultural and professional backgrounds in the “post-colonial” South Pacific, pose an alternative to this Western approach. We engage in a story saturated process akin to collaborative auto-ethnography. We first undertake a process of owning our stories, critically reflecting upon ourselves and how we approach evidence. In the context of values-driven, dialogical relationships, we experiment with intersectionality, interdisciplinarity, and experiences of time and space to critically explore our practice and experience of decoloniality and transformation. Then, through sharing our stories, we critically reflect upon creative, culturally relevant practices. These stories include using poetry in social work education and health research, cake art, and social work storytelling. We acknowledge cultural story forms, collaboration, and performance in a higher education setting. These experiences lead to creating new stories. We share examples of change; we “talk up” to and challenge rationalist, evidence-based approaches in our respective professional spaces. We examine relationality and Indigenous epistemology underpinning our use of story. We present the power of story as a process of transformation toward decoloniality of theory and practice.
