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Item Whose justice? Social (in)justice in tourism boycotts(Elsevier B.V., 2023-07-05) Seyfi S; Rastegar R; Kuhzady S; Hall CM; Saarinen J; Higgins-Desbiolles FBoycotting has long been acclaimed as an exemplary nonviolent tactic utilized in the pursuit of social justice. Guided by justice and political consumerism literature and using critical media discourse analysis, this study sought to investigate the portrayal of social justice in tourists' discourses surrounding travel boycott campaigns against Myanmar. While online narratives exhibit genuine concern for justice and morality, this research elucidates variations in the expression and application of justice, thereby emphasizing the intricate moral decision-making faced by tourists. Overall, this paper illustrates how social justice discourses may be usurped by tourists as a means to blunt justice narratives, calling for a new ‘moral turn’ in research that is more sensitive yet critical towards social justice in politicized tourism consumption.Item "They Made Space for Me”: Enhancing Receptive Generosity in an Anglican Diocese in Aotearoa New Zealand(Radboud University Press, 2023-12-21) Rivera CDrawing on 16 months of ethnographic fieldwork with young, Anglican social justice activists in Aotearoa New Zealand, this article engages with Romand Coles’s theory of receptive generosity, and the theme of the western church as marginal, to explore why a particular Anglican Diocese was attracting new, millennial aged members, most of whom did not grow up Anglican. I consider how spaces of generous reciprocity were formed and enabled through living in intentional communities (ICs) and being able to engage with pluralistic ‘broad table’ spaces of discussion and dissent. These factors were part of what drew the research participants to this Diocese and to Anglicanism in general, as well as enhancing their social justice activism. My research shows the importance of intentionally making spaces of belonging for millennials and Gen Z aged people in a faith community, rather that hoping the status quo of the past will suffice.Item "Social justice is a spiritual practice" : exploring civil society participation among young Anglican social justice activists in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Social Anthropology at Massey University, Palmerston North, New Zealand(Massey University, 2021) Rivera-Puddle, CatherineThis research explores how, and what, young Anglican social justice activists are contributing to civil society in Aotearoa New Zealand in the early 21st century. I wanted to know how the Anglican Christian worldview of my research participants was forming them into a particular type of subject, and if/how this was impacting the engagement of the Anglican Church in New Zealand’s civic and public spaces. The research findings draw from in-depth ethnographic fieldwork based in sensory methodologies that engaged with members of an Anglican Diocese in New Zealand, which I call Diocese J. A theoretical lens of Assemblages and Phenomenological Becoming is used to examine how these social justice activists were formed. The results from the fieldwork indicated that the young social justice activists in Diocese J were shaped by main three factors: living in Intentional Communities, engaging with rhythmic and sensorial spiritual practices, and existing Anglican ecumenical and interfaith activity in civil society. My research also signaled that interactions with civil society amongst my participants were changing from how Anglicans in Diocese J had inhabited this space in the past. For my participants, a concern to provide social services and charity was declining and interest in social justice was growing. Aspects contributing to these changing civil society interactions were neoliberal economic precarity, the looming uncertain future in a climate-shocked world, a decline in the societal influence of mainline Christian denominations in New Zealand, the incorporation of a new religious movement (neo-monastic evangelicals) into Diocese J, and transnational institutional Anglican initiatives for change in response to de-growth in Western Anglicanism. I argue that the types of civic participation and social justice activities these young Anglicans chose to get involved with were influenced by their embodied experiences of rhythms of daily and spiritual life, and understandings of time, space, and theologies of human flourishing and pluralism.Item Evaluating ethics in planning : a heuristic framework for a just city : a thesis presented for partial fulfilment of the requirements for the degree of Doctor of Philosophy in Resource and Environmental Planning at Massey University, Manawatū(Massey University, 2021) Ross, JoannaMany urban planners are engaged with the idea that cities should be ‘Just’: that is, planning should facilitate good outcomes for the people who choose to live and work in cities, particularly the least advantaged. The concept of a just city is an evolving planning paradigm which focuses on the needs of the least advantaged. This thesis revisits existing ideas of what constitutes a just city and explores why planners should care about the effects of ethics on its realisation. It extends conceptual understandings of what constitutes a ‘just city’, through a focus on care ethics and kindness. Then, by developing and applying the Just City Plan Evaluation Approach (JCPEA), it presents a heuristic framework to surface embedded ethics invoked in planning policy. Ethics in urban planning have not been systematically considered in practice for decades. This inattention can be partially attributed to the distancing of planners from their role as public interest advocates, the multiplicity of competing views about what ethics should or could inform planning policy, and the lack of a systematic, formal approach to evaluate them. Yet normative views of what constitutes right and wrong are central to theoretical debates about planning and are used to inform arguments for or against policy. For decades, ethics of justice have dominated these debates. However, increasing calls for virtue ethics to complement justice ethics present an opportunity for the planning profession to reimagine its role as advocates for the public interest. The JCPEA is based on a theoretical understanding of: (a) theories of justice (b) care ethics, and (c) Fainstein’s concept of the just city and her three just city principles (equity, diversity, and democracy). It enables ethical arguments in planning discourse to be evaluated against four criteria – extent, focus, merit, and power, using both political discourse analysis and a Foucauldian-type discourse analysis. The application of this dual-method approach, to a suite of planning documents from Auckland, New Zealand, proved useful in identifying and evaluating ethics and power in planning. The current intention to replace the Resource Management Act 1991, provides an opportune time to begin a conversation about ethics in plans, to focus on particular ethics, to address the silences, ruptures, and subsequent power imbalances in planning discourse, and to take steps not just towards the realisation of just city ethics and principles in practice, but also to reflect on planning more broadly. Drawing on and extending existing just city narratives, this thesis posits kindness, a practical response to the needs of others, as a principle to invoke in planning policy. This principle of kindness is grounded in an ethic of care, but also sits within an emerging post-secular and intersectional approach to address injustice. It is an ethic that was first signaled by New Zealand Prime Minister Ardern in a speech to the UN General Assembly in 2018, when she called for ‘kindness’ as a means of pursuing peace, prosperity, and fairness, and which subsequently became part of the New Zealand response to the Covid-19 pandemic. Invoking kindness represents a step-change in ethics informing government policy and was a signal to the world that there is another way of governing. It is also an ethic that lends itself to planning practice. This thesis argues that exposing and discussing the ethical basis of planning discourse using this heuristic framework provides the means to give agency to planners to act as non-neutral arbiters of the public interest, and as parrhesiastes focussing on the needs of the least advantaged.Item The arc of the moral universe bends towards justice : evangelical Christians engaging with social justice : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Social Anthropology at Massey University, Palmerston North, New Zealand(Massey University, 2016) Rivera-Puddle, CatherineThis research explores how young evangelical Christians frame the concept of social justice, in particular relating to human trafficking. In the last fifteen years there has been a considerable increase in the number of Evangelicals who are becoming interested in, and participating with, initiatives that have an emphasis on social justice issues. This is a change from evangelical missionary activity which focuses mainly on proselytising and ‘soul winning’. My ethnographic research was conducted amongst of a group of young evangelicals who were students at a ‘justice based’ Christian training school in New Zealand. Fieldwork consisted of participant observation of the course lectures and interviewing fourteen students from eight different countries. I found the main motivator for the students’ interest in social justice were personal experiences they had with God where he ‘broke their heart’ over issues such as human trafficking. How they then engaged with social justice was mediated by digital technology, especially social media. They were also influenced by changing theology as to the character and nature of God, and what it means to be a Christian in a globalized world. Using Bruno Latour’s ‘modes of existence’ theory and Michael Jackson’s Existential phenomenological lens, I argue that social science needs to allow spiritual beings to be ‘real’ in order to understand the worldview of people like my participants, who order their lives through divine encounters and relationships with God. My findings showed that the literature on evangelicals and human trafficking is insufficient because the experiential nature of evangelical Christianity is not taken into account. Experience, rather than belief, is the primary motivation for interest in social justice for young evangelicals.Item Just practice and the beginning social practitioner : a thesis presented in partial fulfilment of the requirements for the degree of Master of Social Work at Massey University, Albany, New Zealand(Massey University, 2004) Gray, Mary KatharineThis qualitative study looks at how beginning social practitioners have taken up the idea of social justice as an abiding principle for their social practice. Social justice is an aspiration for practice in the fields of counselling, community work and social work. This study explores the understandings and expectations held about this in the social practice literature and looks at how this commitment is developed through the eyes of a group of beginning practitioners. Six new graduates from the UNITEC Institute of Technology Bachelor of Social Practice (hereafter BSP) programme were interviewed for this research. The meaning that social justice has for these participants is discussed in the context of literature about social justice as it relates to the social practices of community work, counselling and social work. A model of social justice in relation to change that I have developed provides a framework for these discussions. The part that participants' personal stories and the contribution of the UNITEC BSP programme to the development of their commitments to 'just practice' form the other major parts of this study. The literature on the teaching of social justice is explored and provides a context for a review of the curriculum and teaching on the BSP programme. How social justice features and is taught within the BSP programme is discussed in some detail. For all participants, the BSP programme provided significant learning about social justice. The salient feature that emerges from the study is the way in which the BSP teaching programme crystallises the meanings of social justice for all participants. It inspires participants to take on social justice as both a desirable and attainable goal for their practice. This study has identified the need for more extensive research on this topic, here and in other countries, and from the perspective of minority cultures. Ways to strengthen the BSP programme and other teaching programmes in their teaching of 'just practice' are recommended. The provision of 'hands on' learning opportunities are proposed, along with more integrated teaching approaches and ensuring that practitioners are equipped with strategies to sustain their 'just practice' are proposed. Questions are put to the wider social services community about their part in the practice of social justice.Item Justice in action? : social work and social justice in the 21st century : a thesis presented in partial fulfilment of the requirements for the degree of Master of Social Work at Massey University, Manawatu, Aotearoa/New Zealand(Massey University, 2011) Ross, Amy KayeMost social workers today learn about and adhere to international and national commitments which specify social justice as an integral part of social work ethics and values. This research focuses on how eight Aotearoa/New Zealand recent social work graduates (2000-2010) understand social justice and how they integrate it into their social work practice. The study explores whether barriers exist in implementing social justice into social work practice on both a personal and structural level, and if so, what they are. The study is qualitative, utilising a critical ethnographic methodology and a critical theoretical framework. Data collected through the use of focus groups and in-depth interviews is examined with a thematic analytical approach. Analysis identified seven themes which showed that social justice was primarily understood as being able to work for change on a structural level. The themes also highlighted the existence of a number of barriers to the integration of social justice into practice. These barriers were in two key areas, the workplace and the organisation of social work. All participants were in strong agreement regarding these barriers. These findings strongly support previous literature and research which identify a disjuncture for social workers between the definition and practice of social work in a number of areas, particularly in an environment dominated by neoliberal ideology. The concord between participants in this study and the similarity of the findings to data within earlier research suggests that the social work community is facing an ongoing and serious difficulty in ensuring social work is able to fulfil its ethical commitments and protect its workers as they work for social justice. Based on this research five recommendations are made to develop and support the social work community.Item Are we doing good? : Catholic Social Teaching and the ethics of public policy outcomes in New Zealand : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Public Policy, Massey University, Albany(Massey University, 2010) Radford, Brenda MargaretFrom the perspective that avoidable social and environmental injustices exist in New Zealand, this research examines the ethics of public policy. It suggests that our society would be more justly sustainable if the ethics of policy outcomes were to supersede political expediency as the dominant influence in government’s decision-making. An Appreciative Inquiry with expert interviewees is applied to the two-part proposition that: (a) a greater focus on ethics and social morality is required for effective policy-making; and (b) the application of the principles of Catholic Social Teaching would enhance the ethical coherence of government policy, programme and service development. The research has found that the public policy system in New Zealand enables its workers to ‘do well,’ but often prevents them from ‘doing good,’ in policy domains such as housing and employment. Erroneous assumptions by policy actors that their work is morally neutral limit their appreciation of the effects that government decisions have on society and the natural environment. The research suggests that government should insist on ethical analysis of policy proposals and impacts as a pre-requisite for its decisions. Since Catholic Social Teaching is congruent with our accepted standards of social morality, it could helpfully be applied to policy design and implementation in this country. The best way to position CST as a moral signpost for policy-making would be to apply it to specific policies and services. This project has been oriented from the outset towards applicability in the public policy environment. Accordingly, the research includes three new policy-making frameworks which combine the principles of Catholic Social Teaching with the methodology of Appreciative Inquiry. Use of these analytical frameworks would enable all policy actors to assess the ethics of recommendations and decisions in terms of their impacts on people and the earth.Item What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education?(Springer Nature on behalf of The Australian Association for Research in Education Inc, 30/09/2022) Keddie A; MacDonald K; Blackmore J; Boyask R; Fitzgerald S; Mihajla G; Heffernan A; Hursh D; McGrath-Champ S; Moller J; O'Neill J; Parding K; Salokangas M; Skerrit C; Stacey M; Thomson P; Wilkins A; Wilson R; Wylie C; Yoon E-SThe series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? There was consensus across the group that school autonomy reform creates further inequities at school and system levels when driven by the logics of marketisation, competition, economic efficiency and public accountability. Against the backdrop of these themes, the conference generated discussion and debate where provocations and points of agreement and disagreement about issues of social justice and the mobilisation of school autonomy reform were raised. As an important output of this discussion, we asked participants to write a short response to the guiding conference question. The following are these responses which range from philosophical considerations, systems and governance perspectives, national particularities and teacher and principal perspectives.