Massey Documents by Type
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Item Vacating place, vacated space? A research agenda for places where people leave(Elsevier Ltd, 2021-02) Koning JD; Hobbis SK; McNeill J; Prinsen GWhat happens to rural places when people leave? We propose a research agenda that accounts for the material and immaterial values of depopulating and depopulated places. A three-pronged research framework departing from the notion of place is outlined that focuses on the social and political relations and the natural environment in which vacating places are embedded. We use vignettes of places in Ecuador, New Zealand and the Autonomous Region of Bougainville of Papua New Guinea to illustrate how this framework can be used to explore how depopulation has transformed the sense of place. Each explores an aspect of this transformation: (1) replacing people – where inhabitants of a place are replaced; (2) diluting local voice – where the local sense of place is diluted through changing governance arrangements through institutional amalgamation; and (3) transforming nature – where the biophysical transformation of a space effectively renders it inhabitable. Each vignette answers questions about who speaks for, who benefits from, and what is valued about this place. By paying close attention to political, economic, and environmental transformations and what they mean for the values of these depopulating rural areas as well as by showcasing different modes of vacating space and the consequences on legitimacy and beneficiaries, we highlight the importance of this research framework for global public policy and its applicability for both the Global North and the Global South.Item Music Education and the Neoliberal Turn in Aotearoa New Zealand(The MayDay Group, 2021) McPhail G; McNeill JIn this paper we explore the adoption of a neoliberal turn in New Zealand’s education system and its consequences, focusing particularly on secondary school music education. In the 1980s, New Zealand was one of the first states in the Western world to implement comprehensive neoliberal economic policies. Some 35 years later, education in New Zealand is situated in a highly devolved institutional framework that privileges neoliberal objectives. This article outlines the genesis of this socio-political context and the downstream effects of this environment on the secondary school music curriculum. Our central question is this: What have been the results of the “New Zealand Experiment” in terms of the type of music curriculum students now experience? The deeper problematic of the paper, however, concerns the fragmentation and instrumentalization of knowledge. On balance, we conclude that effects of the neoliberal turn within education in New Zealand may have been more detrimental than beneficial, as these agendas have encouraged a break with past more liberal and humanistic aims for education. However, we also argue that the changes have not been the product of any systematic project but rather the result of a confluence of complex and stratified causal mechanisms at work in the socio-political world.Item End of the World: New Zealand’s Local Government and COVID-19(Springer, 2022-05-27) McNeill J; Asquith A; Nunes Silva, CThe book provides a global perspective of local government response towards the COVID-19 pandemic through the analysis of a sample of countries in all continents.Item Item Item Unwanted agrichemicals in New Zealand: Collection and disposal(1996) McNeill JItem Item Strategies for Sustainable Management(Associated Group Media Ltd, 1988) Browne V; McNeill J; Quayle R
