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    The impact of postgraduate initial teacher education on beginning teachers' professional preparedness to cater for diverse learners : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Manawatū, New Zealand
    (Massey University, 2021) Safa, Abdelhamid Helmy
    This thesis investigates the impact of an exemplary post-graduate initial teacher education (ITE) programme, the MTchgLn, on beginning teachers’ professional preparedness to cater for diverse learners. In comparison to similar cohorts in other OECD countries, a huge gap exists between high-achieving Pākeha students and low-achieving 1 priority learners (Education Review Office, 2012; OECD, 2015). With existing studies mapping the exemplary ITE terrain, the research field is now moving towards building a sounder basis on which to benchmark equity-centred ITE programme design. For this purpose, a mixed-methods approach was adopted to assess the effectiveness of the programme on the Graduate Teachers’ (GTs) practice. Twenty-five GTs completed an online questionnaire to assess their perceptions of confidence to teach all learners, as well as to assess their perceptions of the value of the programme in enabling them to teach all learners. Interviews were then conducted with 12 GTs and four Lead Teachers (LTs) to better understand the GTs’ responses and to investigate the LTs’ perceptions of the GTs’ professional preparedness. The present study findings indicate that most GTs were confident in developing the professional standards required for the profession and felt that their learning was supported by the programme’s innovations: (i) extended clinical placements in partner schools; (ii) evidence-informed inquiry; (iii) exemplary school visits; (iv) culturally responsive practices; and (v) community placements. Likewise, all the LTs felt that the GTs were professionally prepared with the necessary skills and competencies to teach diverse students effectively and improve their outcomes. This study has provided evidence of the positive contributions of an equity-centred ITE programme’s design to create an informative learning experience for the GTs to ensure informed links between research and practice, driven by equity and social justice. Implications based on these findings are considered for ITE educators and education policy makers to respond to the challenges of today’s multicultural education by prioritizing equity.
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    Diversity in New Zealand organisations : a case study : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Manawatu, New Zealand
    (Massey University, 2019) Voon, Jessica
    Workplace diversity has become a hot topic in organisations worldwide. Although many organisations have expressed a commitment to diversity, the trade-off between the positive and negative outcomes of diverse workgroups are creating challenges for organisations to manage. As a result, very little progress has been made in terms of actual hiring of under- represented groups. In New Zealand, the higher unemployment rates for those identifying as Māori and Asian, and the under-representation of women in male-dominated occupations, are major considerations for organisations striving to achieve diversity in their workgroups. Names presented on resumes have been showed to act as cues to the ethnicity and gender of the candidate, which trigger cognitive processes such as social categorisation, stereotypes, and biases. This study aims to explore the cognitive processes that can affect selection decisions during resume screening and whether these effects are related to participants’ perceived diversity outcomes; whether they perceive diversity as beneficial or threatening to workgroup outcomes. A total of 233 participants from a New Zealand organisation completed an online hypothetical resume screening task asking them to select 4 candidates from a list of 12, who varied in gender, ethnicity, and level of experience. Participants completed 3 separate assessment types: competence, social fit, and interview shortlist. Following on from this task, participants indicated their agreement with a series of sentences designed to measure their perceptions regarding cultural and gender diversity outcomes in the workplace, before providing their demographic information. The findings indicated that biases and stereotypes are still likely to exist during selection decisions, in much subtler forms. Māori and Asian candidates are disadvantaged compared to equally qualified NZ/European candidates, and men are likely to perceive less benefits and more threats from diversity than women. Greater perceived benefits from diversity did influence the preference for diversity when selecting candidates. These findings have significant implications at an individual, organisational and societal level, and those tasked with hiring need to be aware of the processes that can influence selection during resume screening.
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    Acculturation, social dominance, and systemic discrimination at each degree of employment : exploring their roles at different steps towards decent work for skilled Indian migrants in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Auckland, New Zealand
    (Massey University, 2019) Hariswamy, Sumedha
    Access to decent work is a major obstacle for skilled Indian migrants e.g., to New Zealand, but little is known about the key steps through unemployment, under-employment, and full employment. Unlike previous research which has conglomerated all steps into one, this thesis explores the roles of acculturation, social dominance, and systemic discrimination in skilled Indian migrants' career trajectory at each step of employment separately, and then combined them into an overall but graded model. Taking an exploratory approach, an online questionnaire based on Flanagan's (1954) Critical Incident Technique focused on positive and negative critical incidents of job-hunting at each step of employment (unemployment, entry-level, intermediate-level, and full employment). Forty-four skilled Indian migrants completed the survey by providing direct experience of the positive and negative critical incidents encountered throughout their job-hunting journey. Eight content analyses were conducted for positive and negative critical incidents in the four stages of employment. The themes of networking, work experience, and skills and qualifications were crucial at all four steps of employment as depicted in Figure 1. However, as skilled Indian migrants stepped closer to full employment, the themes of work experience and skills and qualifications emerged more frequently in successful job hunting, rather than being a consistent barrier from progressing towards full employment in a skilled Indian migrant's job-hunting journey. This is perhaps to be expected since the work experience and skills and qualifications would be increasingly relevant, as skilled Indian migrants got closer to full employment. Networking was a consistent theme across all stages of employment. This thesis identified whom the respondents networked with which informed which acculturation style was used by skilled Indian migrants. When skilled Indian migrants networked with Indian community members, they adopted the separation acculturation style. When the respondents networked at an organisational level with recruitment agencies and ex-employers, they adopted the integration acculturation style. Systemic discrimination theory was not well supported, as the themes of work experience and skills and qualifications which were predicted to be systemic barriers, were found to be more relevant to human capital theory in conjunction with social dominance theory. Discussion recommends that future studies compare the responses between both skilled Indian migrants and New Zealand employers. Finally, the findings of the present research have the potential to be a blueprint for newcomer skilled Indian migrants to form strategic pathways to attain full employment in New Zealand. The results of this study can be tailored to the particular stage of employment a newcomer skilled Indian migrant is currently in, and it can inform them of which job-seeking behaviours best worked at the same stage of employment for other skilled Indian migrants in New Zealand.
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    A Foucaultian discourse analysis of educational 'underachievement' : psychology's run away concept : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Wellington, New Zealand
    (Massey University, 2017) Eggleton, Tamsin
    Underachievement is a dominant feature in educational discourse; it is often framed as a ‘crisis’ affecting different social groups, or even whole countries. A particularly common depiction of underachievement is that of a ‘gap’ affecting ethnic minority and working class groups. Nearly 60 years of research, reform and policy attempts to address this ‘gap’ have made little progress in lifting achievement levels. This paper uses a Foucaultian discourse analysis method to encourage a reformulation of underachievement discourse, particularly as it relates to minority ethnic students. A genealogy of the conditions of possibility which gave rise to underachievement reveals this concept and its related assumptions and processes (such as testing) to be part of a broader system of power relations which structure education in favour of dominant cultural and economic needs. The discipline of psychology has been instrumental in providing a supposed scientific basis to the dominant educational values of scientific management, efficiency and neoliberalism. This thesis posits that underachievement is a socially located concept which is able to exist and shape social realities due to its convenience to dominant educational and cultural practices. In revealing the social nature of psychological knowledge on underachievement, psychology’s claims of the possibility of objective social knowledge under post-positivistic, empirical methods are also brought into question. Keywords: Underachievement, Foucault, Discourse Analysis, Genealogy, Psychology, Education
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    A philosophical exploration of some unstated educational presuppositions concerning Polynesian education in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education at Massey University
    (Massey University, 1973) Whitehead, Paul Eric
    A PHILOSOPHICAL EXPLORATION OF SOME UNSTATED EDUCATIONAL PRESUPPOSITIONS CONCERNING POLYNESIAN EDUCATION IN NEW ZEALAND. The prime concern in a multi-racial society should. be to encourage harmonious race relations in a system which aims at 'equality'. The Education system is one way of achieving this objective. Historically New Zealand educational policy has emphasised assimilation or its later more euphemistic derivative integration. This policy effectively increased the rate of acculturation but only at the expense of Polynesian culture and 'Maoritanga'. Subsequent academic failure, coupled with a steady decline in enthusiasm for formal education has resulted in the Polynesian devaluing education for other more tangible rewards. Innovation in educational policy aimed. at providing the Polynesian with an education which is intrinsically valuable to him, has been slow. This despite the immediate urgency and despite the findings and recommendations of the various commissions and committees set up by Government. Specifically, what is needed is the type of innovation which will encourage a greater degree of involvement by both pupil and parent; innovation that will effectively close the gap in attainment level between Polynesian and European. In examining this problem it becomes obvious that the assumptions which may be widely held, either consciously on partly or wholly unconsciously, concerning education must also be explored so that the various types of innovation can be analysed in terms of their effect in the system and on the community. An examination of these presuppositions is necessary to allow for, and to counteract, possible bias which may interfere with any recommendations which may ensue. Also, it allows for critical thought and reflection on that assumption so that the universal tendency to make no systematic attempt to explain and justify the principles on which the education system is based can be avoided. These presuppositions can be found within existing or implemented policies and have largely determined the various policy statements: educational, racial, social, recreational, penal. Any one of these presuppositionse, once exposed and found to be an immediate influence, can be examined to determine just what extent they have influenced, or are influencing, the Polynesian educational structure. A variety of alternatives and possible solutions could instead be implemented. The principle objective then is: to explore these presuppositions and possible alternatives in order that the resultant recommendations might be implemented in an attempt to raise the level of Polynesian under-achievement. The four main steps in this process are: 1. To show that any one educational presupposition 'may' be held or that it is widely held, consciously or unconsciously. 2. To show what effect this presupposition has had, or is having, upon the Polynesian educational system. 3. To examine this effect and to explore the possible variations and solutions of diverse alternative policies. 4. To arrive at and to recommend what action might be taken to alleviate the discrepancies and inequalities that are found to be important determinants of Polynesian under-achievement. The solutions and recommendations that are advanced in this thesis have been the result of careful analysis and examination of the unstated presuppositions, the principal factors affecting them and the principles in which they are embedded. These recommendations are not intended to be prescriptive. They are not the only possible recommendations but are perhaps the most appropriate. They are the end product of an inductive logical inquiry utilizing the findings of empirical research where available and appropriate. Some of them have already been implemented since this thesis was begun. However, it is not desirable, nor necessary, to remove them simply because they have been implemented and therefore rendered obsolete. The argumentation for them, in fact, is given greater credence in a world that views philosophical inquiry as merely a priori. These recommendations must be retained to allow for the continuity of argument and the facts which support them.
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    Reconstituting multicultural education: a critical pedagogy at work : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 1992) May, Stephen Andrew
    In the debates surrounding minority education, the demise of the previous policies of assimilation and integration has led, in their stead, to an advocacy for multicultural education. The promotion of multicultural education has been heralded as the means by which 'cultural pluralism' in schools can be fostered and the educational performance of minority children improved. If is argued here, however, that the rhetoric of cultural pluralism - most often associated with multicultural education - is not sufficient to change the position of minority groups within education. Indeed, it may serve simply to reinforce the disadvantages that such groups face. Rather, what is required of multicultural education, if it is to make a difference for minority children, is that it be guided by an 'informing theory' which links it to wider processes of social and cultural reproduction. When multicultural education is framed in this way - with an understanding of the wider reproductive processes that contribute to the structural disadvantaging of minority groups within schooling - it becomes clear that what is necessary in schools is significant structural reform at school level; that cultural pluralism needs to be tied to structural pluralism. In the following account, Richmond Road Primary School in Auckland, New Zealand will be discussed, using the approach of critical ethnography, as an example of a school which has embarked on such structural reform. By reconstituting school organisation, along with the traditional school 'message systems' (curriculum, pedagogy and assessment) that serve to disadvantage minority groups, Richmond Road demonstrates how an informed theory of multicultural education can be successfully realised in practice for the benefit of minority children.
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    Changing our behaviours as teachers in order to meet the needs of our culturally diverse students : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Teaching and Learning) at Massey University, New Zealand
    (Massey University, 2013) Theobald, Christopher
    This thesis is a qualitative, interpretative study, which examines the pedagogical processes that were involved in the implementation of the culturally relevant school programme – Ka Pai Kai – in order to derive a framework to guide teacher behaviour regarding future programme" implementation. The ‘oppressive’ dominant culture of New Zealand schools is acknowledged as a limiting factor in regard to success for those students who are from cultural minorities, especially Maori and Pasifika students. In order to combat this oppression, programmes are required to understand, be critically reflective, and act upon the needs of all students and their communities. I believe that the students in our schools in 21st Century Aotearoa deserve educational environments that are free of culturally biased oppression. The research centres around a physical activity and nutrition programme – Ka Pai Kai – that was used in one school to overtly increase both the cultural content and community participation. The experience of this programme was used as a focus for this research. Rich sources of data in the form of key informant interviews, individual and group staff interviews, and document analysis were used to provide a base of information that was worked through an interpretative analysis to identify recurring themes of culturally relevant pedagogy. During this research, respondents found it was useful to separate pedagogy into two clearly defined but related components: ‘Programme’ and ‘Implementation’. Previous evaluation confirmed that Ka Pai Kai was a positive example of a culturally relevant programme, therefore the focus of this research was on the implementation component of [critical] pedagogy. This research had six key findings: 1. When considering a pedagogical approach, teachers found it useful to distinguish between programme content and programme implementation 2. A set of elements was found that teachers believed/confirmed were required for successful implementation"of"culturally responsive programmes; 3. These elements had an ‘order’ in the sense that they did not all operate at the same level and there may have been a temporal sequence; 4. Each element can be explained in detail, yet they were not mutually exclusive; 5. In a small school, and in a pedagogical sense, the distinction between elements which relate to programme content and those that relate to implementation was blurred; and, 6. Teachers believed that these elements are probably transferable to other curriculum areas. The interpretative analysis identified four ‘First Order’ elements that powerfully impacted on the implementation of the programme in a manner that was culturally responsive to the needs of a diverse community. Seven further ‘Second Order’ elements were identified that either enhanced one or all of the first order elements, or stood alone as more minor contributors to successful implementation. The higher level analysis provided an insight into the role of pedagogy in the daily lives of teachers and I present my conclusions based around the need to bridge the gap between pedagogy and practice. One conclusion is the creation of a matrix to be used as a tool to alter teacher behaviour. The matrix can be used in planning (and evaluating the implementation phase of culturally relevant programmes. The matrix combines the First and Second Order elements to suggest transferability of success between the Ka Pai Kai programme and other school programmes that attempt to reach the same diverse audience. This thesis serves as a springboard to focus on ways to bring about the change in teacher behaviour that is required for all students to achieve equitable outcomes. A lingering concern is the gap between knowledge/attitudes that teachers showed and their behaviour/practice. The framework identified is one means of bringing about this change in practice; the shift needs to turn to ensuring that the focus of all schools is soundly placed on addressing the needs of all students they serve.
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    Transformation of the welfare state in New Zealand with special reference to employment : a thesis presented in partial fulfilment of the requirements for the degree of the Doctor of Philosophy in Economics at Massey University
    (Massey University, 1997) De Bruin, Anne Marguerite
    This study examines the transformation of New Zealand's welfare state in the movement to a new phase of capitalist development. It adopts a multi-level approach linking the global, national and local levels. The global level analysis provides the overall rationale for the development and subsequent restructuring of welfare states and reordering of the welfare mix more toward the market. At the national level, highlighting the collapse of its foundations, this study contends that New Zealand's welfare state has transformed into a 'well-being enabling state'. The goal of the well-being enabling state is to ensure private provision of welfare through labour market participation in a deregulated labour market, rather than through direct state provision. Employment policy, including policies for enhancement of human capital, are therefore discussed as 'enablers' of participation in paid employment and private procurement of well-being. At the local level, specific characteristics of the local labour market have to be included in the analysis. The need for community action for employment creation in order to respond to the challenges of the global economy and a transformed national welfare state, is a major theme of the study. A case study of community employment creation, conducted through a participatory research methodology, highlights the need for innovative local efforts for job creation at the micro or grassroots level. Local employment initiatives, especially those that build on a partnership approach and tap into the cultural wealth of the community through market-leading community entrepreneurship, are shown to be crucial to the mitigation of the current ethnic unemployment problem in New Zealand.
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    Identity, culture and power : towards frameworks for self determination of communities at the margins : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University Albany, New Zealand
    (Massey University, 2001) Williams, Katharine Anne Lewis
    The thesis inquires into how communities at the economic and cultural margins can become self-determining, increasing control over health and well-being. Community development as a method of agency in Aotearoa/New Zealand and Canada is investigated. The inquiry has been precipitated by a number of factors, all of which remain salient features in shaping contemporary conditions in both countries. Among these are increased inequities in wealth and health status between population groups in both countries that have accompanied globalising processes. The economic and cultural dominance of particular sectors in these societies means that public policies often fail to reflect the needs, aspirations and cultural systems of marginalised communities. In engaging with these issues, public health discourse in both countries proposes community development as a key strategy whereby disadvantaged communities might address their needs, thus realising increased levels of health and well-being. However in both countries community development remains under theorised, and the potentialities of some communities unrealised. The research is based upon the traditions of participatory and action research methodologies, within which a variety of qualitative methods are drawn on. The fieldwork was conducted with members of marginalised communities (predominantly low-income, migrant women) participating in community development projects and community developers working with these initiatives. The New Zealand component formed the initial and most substantive part of the investigation, after which these findings were tested in Canada. The results suggest that 'identity' and 'culture' are key elements within agency dynamics, their significance partially associated with and increased by globalising processes. Analysis of the findings reveal 'power-culture' dynamics (the various combinations of power and culture that are operative within any context) to play a central role in constituting agency relations. The critical post-modern conceptualisation of power theorised, views power-culture relations to be unstable and changing at the interpersonal and community levels of relating. Structural forms of power progressively influence power-culture relations as transitions to institutional contexts are made. The research findings have important implications for community development and public health practice within both countries. A 'power-culture' approach to community development is explicated that conceptualises a number of practice frameworks for those undertaking community development. These are articulated from three perspective: (1) community development methodology as practiced by communities, (2) organisational capacity to undertake development work with communities, and (3) practice issues for community developers.