School of People Environment and Planning

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    Better lives for all? : prospects for empowerment through marine wildlife tourism in Gansbaai, South Africa : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Development Studies at Massey University, Manawatū, Aotearoa New Zealand
    (Massey University, 2022) van der Watt, Heidi-Mari
    Little is known about the consequences of burgeoning commercial marine wildlife tourism (MWT) for communities in the Global South. Gansbaai, the location for this research, has a concentration of twelve MWT operators; it also faces the triple challenge of unemployment, poverty, and inequality. Given their privileged access to marine common resources, empowerment and tourism policies position MWT permit holders as key agents of development. This research examines how MWT contributes to development for less advantaged residents of Gansbaai. Here, development means better lives and sustained empowerment for residents and rebalanced power relationships between social actors. A novel Tourism-Empowerment Framework guided observation and analysis of empowerment interfaces, expressions of power, and empowerment processes and outcomes in MWT. A mixed methods approach drew on administrative data, participant observation, and interviews with civil society, private sector, and government actors. Crucially, the results revealed government actions, persistent societal power imbalances, and structural constraints circumscribed prospects for empowerment through MWT operators. Therefore, the ability of private firms to advance empowerment was restricted. Nevertheless, the results show how business processes advanced empowerment in several dimensions for most residents linked to operators. Substantial investment in human and local economic development by some MWT operators meant benefits extended beyond business owners and employees. Empowerment manifested as strengthened ability and agency to attain personal goals through decent work, increased household resources, enhanced skills and self-confidence, expanded social capital, strengthened collective power, and greater influence over decisions that affect their lives. Further, most less advantaged residents of Gansbaai were marginalised from the multidimensional benefits of MWT, and some people experienced disempowerment. Many interventions were operator-defined, charity-based, prioritised business benefits, and maintained power imbalances. Altogether, the findings suggest unequal empowerment, uneven impact on the six dimensions of empowerment, simultaneous empowerment and disempowerment, and a muted effect on structural transformation. In the final analysis, while MWT appears to have progressed multi-dimensional empowerment for some residents, claiming that MWT has led to rebalanced power relations and better lives for all less advantaged residents of Gansbaai would be disingenuous.
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    (De)constructing 'refugeeness' : exploring mediated discourses of solidarity, welcome and refugee (self)representation in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Development Studies at Massey University, Manawatū, New Zealand
    (Massey University, 2019) Slade, Natalie Frances
    The tragic photo of Alan Kurdi ignited protests of solidarity and compassion across the Western world in support of refugees. In New Zealand, refugee advocates and media commentators urged the government to increase the refugee quota and welcome in more refugees. Although discourses of solidarity and welcome stem from humanitarian concern, they also risk encouraging a regime of compassion and charity that speaks more about ourselves and how we feel. Refugees are framed as objects of ‘our’ moral responsibility, stereotyped as helpless vulnerable victims without agency. These discourses consequently produce a generic type of refugee – an imagining of ‘refugeeness’ – that consigns individuals to an anonymous presence, silenced and marginalised by the very act of solidarity and protest that is performed on their behalf. Situated within a post-development and post-humanitarianism paradigm, and an actor-oriented approach to discourse and agency, this research aims to explore refugee representation and discourses of solidarity and welcome in the New Zealand mainstream media, and how people from refugee backgrounds experience and contest dominant discourses of ‘refugeeness’. Using critical discourse analysis, this research critically examines the discursive constructions of refugees and solidarity in the New Zealand mainstream news media, and the power dynamics involved in the production of discourse. Semi-structured, in-depth interviews with refugee advocates and former refugees are employed to create spaces for participants to share their stories and experiences, enabling voices to be heard, misconceptions to be challenged, and new meanings to be constructed. The emergence of themes in this research highlight the relationship between discourses of solidarity, humanitarianism, and imaginings of New Zealand national identity. Within these discourses, refugees are stereotyped in a particular way that calls on the New Zealand public to respond. However, as the title of this thesis suggest, meaning is not infinitely fixed. Refugees may be labelled by discursive structures, but they will also use their agency to deconstruct and redefine the refugee label for their own ends, creating space for the construction of their own identities in the process.
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    Apiianga no te oraanga akapuapinga e te taporoporo i te ipukarea : education as sustainable development : Mangaia, Cook Islands : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Development Studies, Massey University, Palmerston North, New Zealand
    (Massey University, 2016) Beumelburg, Paul David
    Sustainable development (SD) and Education for Sustainable Development (ESD) became prominent in the 1990s. Problematically, these western centric constructs have sometimes been used to justify greater economic growth despite concern about the environment. Simultaneously, greater awareness of the pivotal role culture plays in development has demanded the rethinking of SD in terms of culturally responsive and contextually relevant ‘alternatives to’ development. Using the case of Mangaia in the Cook Islands the aim of this research was to draw out Mangaians own visions for SD and their consequent expectations for the type of ESD delivered to students in the classroom. Situating the research within a hopeful post development framework a culturally responsive, open ended, critical research methodology was used to gain an understanding of what constitutes a Mangaian SD worldview. Using participatory semi structured interviews underpinned by Mangaian uriuri manako (reflective problem solving) preliminary frameworks for Mangaian SD and ESD were co- constructed. This thesis highlights that to Mangaian people SD is complex and multi modal consisting of an indigenous development centred on oraanga Mangaia and alternative modernities, embedded in culture, operating at the margins of the global economy. This Mangaian view of SD, interacting with externally driven development, is continually reinvented by the Mangaian people using both indigenous and western knowledge, in response to issues of sustainability. The study argues that current western centric ‘Education about’ and ‘Education for’ SD programmes do not reflect the cultural and contextual reality of SD in the Global South. Instead, Education as Sustainable Development (EasSD) is presented as a novel concept, which embraces learning taking place within culture and is able to respond to the context and dynamism of hopeful post-development settings: it is argued that this approach would provide students with the knowledge to be able to fashion community-based sustainable futures. An EasSD approach would expose students to a broader range of livelihoods options and have the ability to strengthen a student’s language, culture and identity while potentially improving their academic outcomes. A strength based implementation that draws on the support of all development and education stakeholders offers the best chance of actualising EasSD and so empowering students with the ability to participate in, and lead, their own communities’ SD.