Massey Documents by Type
Permanent URI for this communityhttps://mro.massey.ac.nz/handle/10179/294
Browse
7 results
Search Results
Item Anticolonialism and qualitative methods for culture-centered interventions(Oxford University Press, 2025-08) Dutta MJ; Basu A; Kaur-Gill S; Dutta D; Pal M; Basnyat I; Metuamate S; Pokaia V; Elers P; Mandal I; Mandi R; Baskey P; Mookerjee D; Sastry S; Robb J; Carter AIn this essay, we a collective of Indigenous, Black, and migrant Global South scholars engaged in experiments with the culture-centered approach (CCA) draw on our lived experiences amidst struggles against land grab, neoliberal extractivism, and capitalist exploitation to outline a framework for qualitative methods as anticolonial politics. We begin by exploring the interplays of colonialism, imperialism, and racial capitalism that have shaped the origins and uses of qualitative methods toward serving extractive agendas of global capital. This critique serves as the basis for outlining the key principles of the CCA, turning to voice, storytelling, and embodied action as the basis for situating qualitative methods amidst anticolonial struggles that resist settler colonialism and extractive neoliberal neocolonialism. Through our review of diverse culture-centered interventions, we explore the roles of voice infrastructures in anticolonial resistance, outlining the contribution made by the CCA to decolonizing research methods by offering a theoretical-methodological framework for communication interventions for social justice.Item The CODE^ SHIFT model: a data justice framework for collective impact and social transformation(Oxford University Press, 2023-12-11) Srividya R; Dutta MIn this article, we present an alternative framework that resists hegemonic social sciences within data-driven communication theorizing through a culture-centered approach (CCA). Building on the CCA in co-creating voice infrastructures at the margins, we argue that data justice requires transforming interpretive data framings, disrupting the hegemonic registers of knowledge production constituted around data, and working with/through data to challenge the structures of capitalism and colonialism that circulate the practices of exploitation and extraction. We build upon community-engaged projects emergent from the CCA in/with/from the Global South to propose the CODE^SHIFT Model, grounded in principles of equity-mindedness, collective impact, purposiveness, and systemic change. It highlights what data justice looks like in various stages of community-led transformation: identifying pressing social problems; bridging cross-sector coalitions and partnerships; organizing for collective impact activities; and sustaining capacity building. We reframe data as pluriversal, embodied, sacred, sovereign, disruptive, solidarity, and impossibility.Item Integrating nurse practitioners into primary healthcare to advance health equity through a social justice lens: An integrative review(John Wiley and Sons Ltd, 2024-02-06) Adams S; Komene E; Wensley C; Davis J; Carryer JAIM: To develop a framework to guide the successful integration of nurse practitioners (NPs) into practice settings and, working from a social justice lens, deliver comprehensive primary healthcare which advances health equity. DESIGN: Integrative review. METHODS: The integrative review was informed by the Whittemore and Knafl's framework and followed the Preferred Reporting for Systematic Reviews and Meta-Analyses guidelines. Quality was assessed using the Johns Hopkins Research Evidence Appraisal Tool. Findings were extracted and thematically analysed using NVivo. A social justice lens informed all phases. DATA SOURCES: Databases, including CINAHL, PubMed, Scopus and Web of Science, were searched for peer-reviewed literature published in English between 2005 and April 2022. RESULTS: Twenty-eight articles were included. Six themes were identified at the individual (micro), local health provider (meso), and national systems and structures (macro) levels of the health sector: (1) autonomy and agency; (2) awareness and visibility; (3) shared vision; (4) leadership; (5) funding and infrastructure; and (6) intentional support and self-care. The evidence-based framework is explicitly focused on the components required to successfully integrate NPs into primary healthcare to advance health equity. CONCLUSION: Integrating NPs into primary healthcare is complex and requires a multilevel approach at macro, meso and micro levels. NPs offer the potential to transform primary healthcare delivery to meet the health needs of local communities. Health workforce and integration policies and strategies are essential if the contribution of NPs is to be realized. The proposed framework offers an opportunity for further research to inform NP integration. IMPACT STATEMENT: \ - Nurse practitioners (NPs) offer the potential to transform primary healthcare services to meet local community health needs and advance health equity. - Globally, there is a lack of guidance and health policy to support the integration of the NP workforce. - The developed framework provides guidance to successfully integrate NPs to deliver comprehensive primary healthcare grounded in social justice. - Integrating NPs into PHC is complex and requires a multilevel approach at macro, meso and micro levels. - The framework offers an opportunity for further research to inform NP integration, education and policy. SUMMARY STATEMENT: - What problem did the study address: The challenges of integrating nurse practitioners (NPs) into primary healthcare (PHC) are internationally recognized. Attempts to establish NP roles in New Zealand have been ad hoc with limited research, evidence-informed frameworks or policy to guide integration initiatives. Our review builds on existing international literature to understand how NPs are successfully integrated into PHC to advance health equity and provide a guiding framework. - What were the main findings: Six themes were identified across individual (micro), local health provider (meso) and national systems and structures (macro) levels as fundamental to NP integration: autonomy and agency; awareness and visibility of the NP and their role; a shared vision for the direction of primary healthcare utilizing NP scope of practice; leadership in all spaces; necessary funding and infrastructure; and intentional support and self-care. - Where and on whom will the research have an impact: Given extant health workforce challenges together with persisting health inequities, NPs provide a solution to delivering comprehensive primary healthcare from a social justice lens to promote healthcare access and health equity. The proposed evidence-informed framework provides guidance for successful integration across the health sector, training providers, as well as the NP profession, and is a platform for future research. REPORTING METHOD: This integrative review adhered to the Preferred Reporting for Systematic Reviews and Meta-Analyses (PRISMA) method. PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution.Item Decolonising tourism and development: from orphanage tourism to community empowerment in Cambodia(Taylor and Francis Group, 2022-02-20) Higgins-Desbiolles F; Scheyvens RA; Bhatia BTourism has been viewed as a development pathway, with alternative tourisms such as volunteer tourism perceived as promising. However, critics have highlighted how white saviourism and Western ideologies of superiority may underpin both development agendas and activities like volunteer tourism. The COVID crisis has impacted both tourism and international development and calls for rethinking. This case study is situated at the intersections of tourism, development and humanitarianism. It charts the evolution of the Cambodian Children’s Trust which emerged in 2007 from the co-founding of an orphanage by an Australian volunteer tourist and a local Khmer leader. Through a process of conscientisation, the orphanage has given way to a community development approach under the leadership of a 100 percent Khmer team in country, leaving footprints of empowering spaces rather than dependency structures. This article addresses the research question of how might we transform the paternalistic desire to “do good” found in both voluntourism and development into a practice of mutual solidarity? Illuminating issues of power and inequality in Western-led models, this article offers a framework for more just partnerships based on Freirian praxis: dialogue building critical consciousness, co-development of transformative praxis, capacity sharing and trust in the capabilities of the people.Item New Zealand National Standards assessment: Social justice issues for adolescent learnersPoskitt, JMInternationally, as adolescent learners move into higher stakes assessments their influence on selection and interpretation of assessment declines, despite their increasing capacity for self-regulated learning. Equity and access issues are implicit in New Zealand National Standards data for Years 7 and 8 (aged 11-13 years) students. Data analysis reveals the percentage of students in this age group achieving ‘at’ or ‘above’ the National Standard is, on average, 8% less in writing and 9% less in mathematics compared with students from Years 1-6. Concerns are raised about the accuracy and appropriateness of the assessments, as well as the alignment of curriculum, pedagogical content knowledge and assessment practice. National Standards in New Zealand are based on overall teacher judgments (OTJs) in which teachers aggregate data from a range of sources (informal and formal assessments) to judge students’ achievement in reading, mathematics and writing in relation to prescribed National Standards (NS), derived from The New Zealand Curriculum (2007). Results of OTJs are submitted to the Ministry of Education towards the end of the academic year (November). Although this system respects teachers’ professionalism and validity of classroom assessments (Poskitt and Mitchell, 2012), it has omitted formal input of learners. Gathered primarily for summative assessment purposes, in order for the Ministry of Education to ascertain shifts in achievement for groups of students (by year level, gender, ethnicity, region, socio-economic level, diverse and special needs), and determine national initiatives for improvement, National Standards data also serve accountability and potentially formative assessment purposes. Accountability concerns caused considerable angst amongst teacher unions during the implementation phases of NS in schools, particularly for schools situated in lower socio-economic areas, or containing higher proportions of students of Māori, Pasifika descent, or students with English as a second language; all of whom have traditionally performed below other student groups. Apprehension about implications for potential league tables, labelling students, possible teacher performance pay and resource allocation to schools in accordance with NS results prevail. Using NS for formative assessment purposes, at classroom, school and system level is occurring sporadically. Whilst national attention has focused on equity issues related to achievement of students of Māori or Pasifika descent, achievement levels of Years 7 and 8 students have not been the subject of widespread educational or political debate. These adolescent students are not achieving at a level comparable with other school year levels. Social justice necessitates investigation of possible reasons and actions to overcome unfairness to enable equitable access to educational resources. A range of possible factors are briefly examined at system level such as curriculum and NS expectations, primary teacher preparation and professional learning in aggregating assessment information. Student level factors are explored, with particular attention given to alignment of curriculum, pedagogy and assessment to adolescent student needs; and the role of student voice. It is argued assessments are misaligned for this age group, creating inequities of access. Adolescent learners deserve to have their voices listened to and heard through learner participation in the equitable interpretation of assessment information. The NS system needs to be given a jolt to transform OTJs to JOLT (judgments [from] overall learner and teacher [deliberations], thus authorising learner views. Internationally, social justice requires adolescent learners have a right to access and active participation not only in self-regulated learning but also the assessment of such learning, particularly in higher stakes summative assessments.Item Valuing partnerships in assessment: Building sustainable professional learning(21/09/2016) Poskitt JMAssessment for learning (AfL) approaches are claimed to have improved student learning and achievement (e.g., Black & Wiliam, 1998). Extensive research has been conducted, including comparative studies with high student achievement effect sizes (Wiliam, 2010), to indicate the impact of AfL strategies (Laveault & Allal, 2016b). These improvements in the definitions and understanding of AfL have stimulated interest in wider implementation of AfL across many nations (Wyle & Lyons, 2015). However, while there have been considerable successes in some classrooms and schools, attempts at more widespread AfL have been thwarted. Influential factors are thought to be variable understandings of AfL (Laveault & Allal, 2016a), assessment literacies (Willis, Adie, & Klenowski, 2013), the policy making environment, insufficient professional development and the process of implementation (Laveault & Allal, 2016b). Another pivotal concern is the policy maker and policy user divide. “Policy-makers seek to convey precise meanings of educational policies, [while] parents, school leaders and teachers may experience and construe the policies in other ways,” (Ratnam & Tan, 2015, p.63). Given these multi-faceted factors and the distance between policy makers and policy users, it is not surprising that AfL policies often ‘fall over’ at the school level. Carless (2005) proposed an exploratory framework of three levels affecting AfL implementation in schools. Level 1 related to the personal domain (teacher knowledge and beliefs), level two to the micro level (local school influences) and level three to macro level forces external to the school, such as government reforms. Carless (2005) argued teachers need sufficient depth of AfL understanding and aligned values to implement it. Required also is a school context conductive to professional change and an external environment of supportive academics and teacher educators. Other influential factors include government policy and impact of high stakes testing. This paper takes the Carless framework further by proposing mechanisms for active partnerships across and between the levels. Active learning partnerships are necessary to connect and inform the three levels. And thereby strengthen links between the policy enactors (school level), the policy influencers (level 2 – researchers, unions) and policy makers (level 3) in order to bridge the gap between policy formation and policy implementation. These connections are dynamic and require ongoing attention if AfL (and associated professional learning) is to be centre stage and sustained. The paper is structured into three sections. Firstly a literature review examines educational policy formation, the context of AfL implementation, challenges associated with teacher change, principles of effective professional learning and partnerships. Secondly a national example is described of across level and inter-level partnerships in AfL. Thirdly arguments are made to strengthen these partnership processes and connections in order to align professional learning intent and sustained use of AfL policy.Item A cross country analysis of social justice in assessment(2017-11-27) Poskitt JM; Adie L; Hayward LSocial justice is an international concern and evident in education and assessment policies, but is less evident in the enactment of reporting policy and practices. We explore these ruptures in assessment policy through analysis of the assessment documents of three countries, Australia, New Zealand and Scotland. Specifically, we address the social and cultural assumptions that limit opportunities for student and parent voice in reporting processes. Robinson and Taylor’s (2007) four core values of student voice form the conceptual framework. In order to better align assessment, reporting and social justice practices, we draw on notions of spirit and letter of assessment, feedback to create dialogic spaces, and the relationship between formative and summative assessment. Lundy’s (2007) conceptualisation of voice is used to propose ways forward to create a more socially just reporting system. To transform reporting practices, we recommend reconceptualising reporting as communicating, and assessment as progressing learning.
