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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 Interrogating Antipodean angst : New Zealand's non-Muslim majority talk about Muslims : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, New Zealand(Massey University, 2019) Ash, Eileen JayneThis study sought to address Douglas Pratt’s (2010) claim that New Zealand’s non-Muslim majority are experiencing “angst” in relation to a growing Muslim population. To explore this, a discourse analysis was conducted using 12 interviews with non-Muslim New Zealanders to identify how participants construct and maintain ideas surrounding Muslims. Results indicated two discourses, namely, constructing New Zealand society and constructing Muslims. Within constructions of New Zealand society, patterns of talk highlighted that New Zealand was established as a “safe haven”, as well as being tolerant and accepting of different religions and cultures. Tolerance and acceptance were conditional on whether Muslims assimilated, and on participants’ own security and safety. Within constructions of Muslims, gender-based oppression was created as a problematic difference compared with non-Muslims. Further, Muslims were constructed as “not terrorists, mostly” which suggests that there is a default link between Islam and terrorism. Media was also significant in talk, constructed as intentionally presenting a distorted view of Muslims. Also, in relation to media, participants constructed themselves as ignorant. Overall, the major finding of this research was a lack of angst in talk relating to Muslims. Rather, what was found were minor concerns relating to Muslim dress and some concern about safety, as well as conditional acceptance and a desire to retain social and cultural norms of what is considered “Kiwi”. The concept of national identity was used to maintain power relations between those considered New Zealanders, largely Pākehā or New Zealand European, and Muslims. Covert racism, as part of a much broader pattern of talk and not specific to Muslims, was identified in this study.Item The functions of public examinations in a multi-cultural society : a theoretical exploration with special reference to Fiji : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education at Massey University(Massey University, 1973) Singh, GurmitToo often public examinations are left entirely in the hands of test constructors and statisticians. The wide ranging considerations related to examinations call for a change in this trend. Perhaps, those responsible for examining ought to regard themselves less as statisticians and test constructors and more as educationists. There is all the more reason for this in Fiji in light of the fact that it is a multi-cultural society. The thesis is essentially a theoretical exploration into the major functions of public examinations in Fiji. The whole exercise is based on the maxim that examinations form an integral part of the educative process and on the contention that the behaviour elicited before, during and after an examination from candidates is heavily influenced by their past experiences, nourished within the restraints and limits of their cultural milieu. By way of introduction, general problems in education in multi-cultural societies are traced and the language-problem dealt with in depth to highlight the complexities of such problems. After a brief look at the composition of the Fiji Society and its education system, the major public examinations are described. Then, the stated functions, purposes and effects of examinations are reviewed and some implications drawn. From the literature reviewed it is clear that examinations need to be validated against the declared and agreed upon educational aims. In the Fiji context, a search for some validating criteria is also discussed. In order to explore the interaction between the public examinations and aims of education attention is focussed upon the specific cultural values and educational aspirations of the three dominant cultural groups in Fiji, viz., Fijians, Indians and Europeans. Examination problems in Fiji, arising from an importation of foreign examinations and the multi-cultural set-up, become the theme for discussion in the final sections of the thesis. The relationship between the long-term effects of both, examinations and a number of socio-political ideologies – integration, assimilation, pluralism – is then outlined. Pluralism proves attractive as a base for decision-making regarding examinations in Fiji. It is likely that in order to solve tomorrow's problems here, allowances for existing differences in expressions and life-styles will help. It is suggested that examinations in Fiji can be assigned a re-vitalizing role in the educational system if they are, inter alia, multi-modal and accommodate 'originality' and diversity of values, expressions and the like. With almost a complete dearth of research information on various aspects of education in Fiji, this exploration ends with a note on the necessity for research in the area of examinations.Item Difference and Diversity as a Resource for Learning: Teaching Transcultural Social Practice(Common Ground Publishing, 13/05/2014) Napan K; Connor HAbstract: This article explores how difference and diversity are valued and recognized as resources for learning within a multicultural classroom while teaching a course on Transcultural Social Practice within the Master of Social Practice Programme at Unitec Institute of Technology, Aotearoa/New Zealand. The course is taught as an elective and attracts practitioners from a range of professional and cultural backgrounds, affinities, personalities and motivations for enrolling. The differences and diversity within the class cohort are utilised as a main asset of the course content and process. Students are invited to collaborate and co-create the course by utilising their unique abilities, sharing their experiences, knowledge, cultural insights and perspectives in order to develop transcultural approaches to social practice. The course focusses on an exploration of the concepts of transcultural social practice, multiplicities of cultural identities and development of cultural awareness and respectfulness within the bicultural context of Aotearoa/New Zealand. Tensions between Aotearoa/New Zealand’s commitment to biculturalism and students’ assumptions about multiculturalism are examined, presented and opened for discussion and dialogue within a framework that posits an exploration of the meaning of transcultural practice.