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    Moving beyond 'a hierarchy of pecs and penises' : how gay and queer men contest, resist, negotiate, and perform masculinity : 219855 research report presented in partial fulfilment of the requirements to the degree of Master of Communication at Massey University, New Zealand
    (Massey University, 2020) Kaulback, Martin
    This narrative inquiry examines the identities and lives of nine gay and queer men living in Wellington, New Zealand as narrated and performed in hour-long semi-structured interviews. Viewing identities as social constructions that are generated through people’s interactions within specific physical and temporal contexts, this research project examines the performative construction of gay and queer masculinity, and the effects of gender and sexuality in the participants’ lives. Through the perspective of a queer male researcher, this project locates gay and queer men within their wider struggles with heteronormativity, and gives voice and privilege to their minority identities and experiences. Narrative analysis of the participants’ stories focuses on how gay and queer individuals navigate their lives as non-normative men who are Othered by traditional, hegemonic and hierarchical masculinity. Viewing identities as unstable and requiring of endless (re)negotiation and (re)performance, this research also examines the complex hierarchical construction of hegemonic homomasculinity by some straight-acting gay men who bolster their own gender performances by Othering femme-presenting individuals. It explores how heteronormative gender constructs and hypermasculine, hypersexual stereotypes affect the lives of the participants, identifying poor self-image, feelings of shameful and inadequate masculinity, and the need for secrecy about their sexuality as key drivers in homomasculine identity development. Additionally, media, pornography and violence are examined as significant in the generation and delayed performance of homomasculine identities. Finally, this research also analyses how some takatāpui and queer-identifying participants negotiate Self with high agency, and perform their identities free of the homohierarchy of traditional, hegemonic gender constructs. By integrating aspects of their gendered, sexual Selves within their identities, queer and takatāpui participants make clear the means by which people with non-normative homomasculine identities may be empowered, liberated and validated as people like all others.
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    'Emancipate yourself from mental slavery, none but ourselves can free our minds' : 'Wetekia te mau here o te hinengāro, ma tātou anō e whakaora, e whakawātea te hinengāro' : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Social Work at Massey University, Manawatū, Aotearoa New Zealand
    (Massey University, 2019) Ruwhiu, Paulé Aroha
    Liberation and emancipation are two key concepts of a decolonisation process which contributes to a journey of self-discovery. Decolonisation is a process that connects the past, present and future allowing the participant time to learn about their own historical truths in a facilitated and safe environment. Knowing who you are and where you come -- ‘Ko wai au’- Who am I?’ -- is central to social work education. Therefore, the structures in place to work through this question, need to cater to all participants in a balanced and parallel way, from two cultural lens: Tangata Whenua and Tangata Tiriti. This study explores the process of decolonisation and the experiences of the participants who are engaged in social work and social work education. The methodological underpinnings to this study incorporate three eternal realms of Mātauranga Māori, Mātauranga-ā-iwi and kaupapa Māori theory. The framework Te Pou Tarawāho o Pūrākau invites participants’ stories and narratives as a way of sharing their experiences of a decolonisation process as part of their social work education and professional development. This is done as a qualitative approach utilising individual’s time, space and hui as a collective voice. This study presents three kete of knowledge as part of the implementation and a proposed working decolonisation process. This thesis challenges tertiary providers, training providers and the regulatory authority to consider the unification of each kete and what role each play inside social work education and training. Each kete is intricately designed and contains important aspects that contribute to decolonising the current curriculum of social work education, policy and practice with the participant as the receiver. While this study ultimately focuses on Māori participants, it also supports decolonisation for all ethnicities in particular those who are studying and are currently in practice in social work and social work education.