Massey Documents by Type

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The social construction of housing tenure in Aotearoa New Zealand, 1900 to 1990 : crisis, place, and the path to a dual tenure regime : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Geography at Massey University, Manawatū, Aotearoa New Zealand
(Massey University, 2023) Ryland, Daniel Brian
Over the 20th Century and beyond there have been repeated urban housing crises which have negatively impacted the welfare of many households. Discussions and solutions for these crises have centred on binaries of homeownership and renting or State versus market within a pre-determined housing trajectory. However, the academic housing literature has argued for a more nuanced view of tenure to engage with housing effectively. This thesis aims to contribute to this project by exploring Aotearoa New Zealand’s pathway toward a dual tenure regime. I explore tenure as a relational concept created by the intersection of economic, legal, and cultural dimensions in place and across time. Exploring tenure beyond broad categorisations emphasises the need to imagine it differently. I used document analysis drawing on Parliamentary debates, political cartoons, archival documents, newspapers, statistics, and community organisation reports. They were analysed with a social constructivist approach inspired by a critical realism lens to explore the interdependence of tenure, place, and housing crisis. A core feature is that housing crises necessitating solutions drive tenure change. To explore Aotearoa New Zealand’s pathway to a dual tenure regime, I focused on the social construction of tenure during three housing crises. I argue that Aotearoa New Zealand’s dual tenure regime valorising freehold ownership with an individual title over other tenure options took shape over the 20th Century. Housing policy and economic decisions in the first quarter of the century to deal with housing crises embedded freehold ownership with an individual title as the most desirable tenure and end point of a housing trajectory. These would be reinforced through later housing crises as the social construction of tenure created opportunities and constraints for housing. By 1990, tenures were understood through their relation to freehold with an individual title and how they fit within a pre-defined housing trajectory, limiting the ability to experiment with other tenure forms. The thesis concludes that tenure needs to be imagined holistically as a multiply-determined, dynamic, and relational concept intertwined with crises, and that the latter can highlight opportunities to imagine other tenures.
Creating equilibrium: Four relational mechanisms that facilitate positive change
(John Wiley and Sons Ltd, 2024-01-12) Sanders J; Liebenberg L
This paper uses critical realism to identify mechanisms that activate successful relationships. It draws data from a longitudinal, mixed-methods study of youth who used multiple services. It examines functionality of four relational mechanisms: power, recognition, responsiveness and mutuality that lead to positive change and explores the implications of these for practice with youth with complex needs.
Fine Companions: Critical Realism and Framework Analysis
(SAGE Publications, 2023-12-06) Jayne M; Jackie S; Munford R
This article discusses the alignment of framework analysis with a critical realist philosophy in qualitative analysis. Whilst both are used in social sciences and prioritise meaning making of complex phenomena, the two approaches have not been combined prior to the study outlined in this article. The article describes critical realist ontology and epistemology, the implications of this philosophy for data analysis and the structured processes of framework analysis. Using an example from a study of youth programmes in Aotearoa/New Zealand, the article demonstrates the value of framework analysis for critical realist studies. Emphasis is placed on the capacity of framework analysis to support varied foci on data, theory, and different modes of inferencing which are used in critical realist studies to provide an explanatory account of data.
Pedagogies of presence : contemplative education across the disciplines in Aotearoa New Zealand : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealand
(Massey University, 2020) Thomas, Heather
This study investigated contemplative pedagogy and practice within New Zealand universities, in the form of both mindfulness interventions targeting wellness and connection, and classroom pedagogy fostering attentional, critical, and creative thinking. Little previous research had been undertaken on the topic in this country. The integrated research design developed for the project - Critical Realist Mixed Methods Sequential Explanatory Design (CRMMSED) - included two phases, an extensive exploratory survey phase (n = 258), and an intensive, in-depth interview phase (n = 22). Critical Realist abductive and dialectical analyses took place alongside statistical and thematic analyses. The findings show that educators incorporate contemplative methods to address pressing issues ranging from student stress to climate change. Most contemplative teaching takes place within extant disciplinary framings. Key entry points into academia are through reflective practice in the contexts of professional education, critical social justice teaching, and creative projects. The study suggests that contemplative education arises in response to complex social factors involving several disconnects - with nature, people, the self, and the capacity for self-transcendence. This emergence is an outworking of historical forces and a response to research showing the potential of contemplative education for ameliorating difficult problems.

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