Massey Documents by Type
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Item Reweaving the Spaces of Inter-Cultural Dialogue in Post-Treaty New Zealand/Aotearoa(Taylor and Francis Group on behalf of the World Communication Association, 2025-06-01) Chrystall ABThis study explores cross-cultural dialogue between Māori and settler colonials through the lens of Emily Karaka’s paintings. Karaka’s paintings are used to probe and reveal the colonial roots of spatial organization at the site where they are displayed. Building on parallels between the life of Karaka’s paintings and Treaty of Waitangi documents, this study finds that post-Treaty dialogue between Māori and settler colonials takes place in spaces built on and informed by the spatial biases of settler colonialism. The study concludes that recognizing these biases is crucial for meaningful dialogue and suggests that the Treaty of Waitangi invites a spatial response.Item Developing a sense of self in the modern world : gaining deeper insight into the role of social media in young peoples’ lives : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Clinical Psychology at Massey University, Palmerston North, New Zealand(Massey University, 2024-12-11) Clapperton, AlanaIn a world where the ability to connect globally and instantaneously has reached a profound level, the challenges and opportunities presented by digital environments are now greater than ever before. The current generation of adolescents represent the first generation to have grown up with 24-hour access to modern social media platforms, and are therefore at the forefront of social, cultural, political, and technological change. Thus, social media platforms now have far-reaching implications for identity development, social interaction, self-presentation, privacy, and connection. However, young peoples’ social media use occurs within a wider public discourse of risk and concern. Therefore, the aims of the research were to explore young peoples’ positive experiences of social media platforms, identify the narratives used by young people in discussing their online engagement, and to explore how social media informs young peoples’ identity practices and sense of self. To explore what could be learnt from taking an affirmative approach to social media, this study utilised cooperative inquiry as an action research methodology. Between 4-5 workshops were held with young people over the course of several weeks. Sixteen participants aged 16 and 17 were recruited through local secondary schools by way of advertisements and recruitment of friendship groups. Data gathered from these workshops was analysed through phenomenologically informed thematic analysis. Overall, participant responses were highly nuanced and insightful. They negotiated their engagement with platforms carefully and challenged dominant risk discourses with dialectical understandings. They also recognised contextual factors associated with developmental age and stage that influenced their engagement over time. However, the implementation of individual solutions were limited by sociocultural and political systems underpinning platforms, resulting in a sense of helplessness among participants. Additionally, young people criticised adults for not recognising their expertise and requested collaborative support to generate effective solutions. Social media platforms were also found to intimately shape the identity practices of young people through the utilisation of impression management strategies and development of safe spaces online. Importantly, cooperative inquiry was found to be a meaningful methodology for engaging with young people and highlights the importance of intentionally designing affirmative oriented research in this area.Item Contemporary jewellery as affective experience : resisting biopolitics : an exegesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Fine Arts at Massey University, Wellington, New Zealand(Massey University, 2024-11-05) Zellmer, JohannaThrough this creative, practice-led research I consider the affective aesthetic experience of contemporary jewellery as an interactive event of resistance. ‘Contemporary jewellery’ is a field of visual art practice distinct from commercial, fashion and costume jewellery. Its objects relate the body to the world through affective events, through which they may be considered as a mode of political intervention. As a jeweller, I am working in the space between craft and bioart, where materials are in a continuous visceral process of transformation. My project focusses on the making of collars and chokers out of used Illumina flow cells, waste products of the data collection technology known as DNA sequencing. Encircling and adorning a neck with these materials can create a significant affective experience. The human neck is a site of vulnerability and affect, where acts of power are displayed and experienced. Both jewellery and genomics are instruments of identity construction: the former a technology of the self and the latter a study of human bodies through scientific observation. Contemporary scholars such as Pravu Mazumdar, Elizabeth Povinelli, Stefan Muecke, and Thomas Lemke have undertaken extended research on such biopolitical conditioning. As an outcome of my craft training, my research inquiry is led by a creative, object-based practice. I have adopted the methodological framework known as speculative experimentation. This approach aligns with jewellery’s affective aesthetics through ‘critical hesitation, reflective questioning and thinking with unthinkable futures’. The experience of the resulting work can be destabilising and in turn creates hesitation, tension, and resistance. Artists and theorists Lauren Kalman, Tiffany Parbs, Agnieszka Wołodźko, and Renée Hoogland draw on these affective qualities of contemporary art and adornment. Informed by these key sources, this research project considers the agency of collars and chokers made from DNA sequencing tools as resistive ‘noise’ or irritants undermining the biopolitical standardisation of life and self. By fastening adornments firmly around the bare skin of a human neck, I am seeking to channel the haptic experience of these affective material objects into modes of resistance.Item The United Nations (UN) Card, Identity, and Negotiations of Health among Rohingya Refugees(MDPI (Basel, Switzerland), 2023-02-15) Rahman MM; Dutta MJ; Plaza Del Pino FJ; Ugarte-Gurruxaga MIBeing persecuted and expelled from Myanmar, Rohingya refugees are now distributed throughout the world. The Southeast Asian nation of Malaysia has been a preferred destination for Rohingyas fleeing Myanmar's state-sponsored genocide and more recently in a bid to change their fates from the refugee camps in Bangladesh. Refugees are one of the most vulnerable groups in Malaysia and often face dire circumstances, in which their health and wellbeing are compromised. Amidst a plethora of structural challenges, Rohingya refugees try to claim some of their rights with the aid of the UN card (UNHCR ID cards) in Malaysia. Guided by the culture-centered approach (CCA), this study examined the perspectives and experiences of healthcare among Rohingya refugees while living in Malaysia, now resettled in Aotearoa, New Zealand. The participants' narratives showed that the UN card not only materialized their refugee status in Malaysia but also offered them a way of living in a world where documents anchor the materiality of health.Item The effects of mindfulness meditation on the well-being of Pasifika students : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Albany, New Zealand(Massey University, 2023) Uele, Miriam FBackground: Mindfulness application has become a topic of interest in academic research, primarily because it has been shown to support positive well-being. Mental health disorders disproportionately affect young adults aged 15 to 24, specifically Pasifika people. To the researcher's best knowledge, a mindfulness-based intervention implemented by Pasifika University students is lacking. For such reasons, the current study addresses the research gap by introducing a feasible exploratory study that aims to consider whether participation in a brief four-week mindfulness-based stress reduction intervention (MBSR) can improve levels of subjective well-being, Pasifika identity and well-being, and mindfulness of Pasifika University students. Method: The current study involved a single-group design utilising a quantitative method. Data was collected pre-and-post MBSR intervention using three self-report psychometric measures including the Well-being Index measure (WHO-8), Pacific Identity and Well-being Revised measure (PIWBSR-35), and Five Facet Mindfulness Questionnaire (FFMQ-39). A paired samples t-test was conducted pre-and-post the MBSR intervention. Results: The findings revealed that subjective well-being, Pasifika identity and well-being were significant post-intervention. However, mindfulness scores were insignificant. A further paired samples t-test was conducted on the individual factors of Pacific identity and well-being and the individual mindfulness facets. The analysis revealed that the mindfulness observation was significant. Conclusion: It can be proposed that a mindfulness meditation intervention could be appropriate for Pasifika University students aged 18 – 24 years old. While this is the case, it is crucial to consider these findings with caution. The current pilot study is a stepping stone towards further investigations that can promote the well-being of Pasifika people.Item Members’ perceptions of cultural inclusivity in organisational communication : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Communication at Te Kunenga ki Pūrehuroa: Massey University(Massey University, 2023) Green, MalcolmThis study examines cultural inclusivity as a phenomenon in organisational communication. Its significant, original contribution to knowledge is identifying a construct of cultural inclusivity distinct from diversity, inclusiveness, and inclusion. Theories of organisational assimilation and member identity/identification are used to interpret the stories of organisational members from majority/dominant and minority/nondominant culture groups. The connection between ethnic/racial/national culture and the focal theories is explored. Clarification of the construct of cultural inclusivity and its relationship to cultural diversity, inclusiveness, and inclusion are developed. This enhances awareness of the core construct of cultural inclusivity in the stories of organisational members. Data gathered through loosely structured interviews produced stories from culturally diverse members’ experiences of similar communication from their organisations in Aotearoa/New Zealand about changes in working conditions under Covid-19 restrictions. Thematic analysis was used to explore participants’ perceptions of cultural inclusivity in organisational communication. Possibilities are presented for future research of this construct and its application in organisational communication.Item 'To tell or not to tell?' Managing a concealable identity in the workplace(Co-Action Publishing, 2012) Flett RThe management of identities, particularly stigmatized identities, represents considerable challenge. This article considers some of the issues around the decision to conceal or reveal a stigmatized or potentially stigmatizing identity. The potential consequences of ‘‘telling or not telling’’ are examined. There is a need for all individuals to monitor behaviours, attitudes, systems and structures that convey disrespect, discrimination, and derogation towards those with a stigmatized identity (concealed or otherwise).Item The use of personal experience as a strategy for critical reading and writing(Queensland University of Technology, 19/07/2018) Kahu E; Gerrard HIncreasingly it is recognised that universities are preparing students for an uncertain future. Accordingly, key graduate attributes of Massey University’s redeveloped Bachelor of Arts degree are critical readin g and writing skills and engaged citizenship. The authors teach two large first-year courses in these topics. Student engagement is critical in these courses because the student cohort is diverse, the courses are compulsory, and the topics are developmental. Some of the assessments have been designed to engage students with the use of personal experience as a strategy for critical reading and writin g. While not without its challenges, this approach has proven to be effective: emotionally engagin g students and enabling them to critically reflect on themselves and the world around them through the development of connected skills and dispositions in critical reading and writing.