scholarly journals Community Organising: A Critical Dialogue

2021 ◽  
Vol 10 ◽  
pp. 19-44
Author(s):  
Mohan Dutta ◽  
Sue Bradford
Keyword(s):  
Social Change ◽  
New Zealand ◽  
Structural Transformation ◽  
Critical Dialogue ◽  
Aotearoa New Zealand ◽  
Communication For Social Change

Mohan Dutta, Director of the Center for Culture-Centred Approach to Research and Evaluation (CARE) at Massey University talks with Sue Bradford, the centre’s first activist-in-residence in Aotearoa New Zealand. The conversation outlines the role of community organising in communication for social change, with both Mohan and Sue drawing on their work in grassroots organising at the margins. Mohan and Sue detail the role of voice infrastructures at the margins as a basis for structural transformation. They critically interrogate the tensions that emerge in the relationships among communities, activists, and academics, and discuss how these tensions can be addressed in creative ways. The conversation wraps up with the authors’ thoughts on the role of community organising in building socialist futures in the post-pandemic world.

scholarly journals Emotions in Aotearoa New Zealand: Reflexive emotionalisation in a colonised context

2021 ◽  
pp. 026858092199530
Author(s):  
Mary Holmes
Keyword(s):  
Social Change ◽  
New Zealand ◽  
State Formation ◽  
Social Life ◽  
Emotional Experiences ◽  
Ongoing Process ◽  
Aotearoa New Zealand ◽  
Novel Concept ◽  
Feeling Rules

Reflexive emotionalisation means increased thinking about and acting on emotional experiences in response to major changes to social life, such as those accompanying colonisation. This article explains and develops this novel concept, assessing its usefulness through an exploratory assessment of reflexive emotionalisation in the formation of Aotearoa New Zealand as a colonised settler state. It is argued that as cultures met and sought to coexist, emotions were vital. Focusing on reflexive emotionalisation in Aotearoa reveals how differences in feeling rules were navigated, sometimes in violent ways, as power shifted towards the colonisers. Feelings of belonging are important in that ongoing process of reflexive emotionalisation, the elucidation of which provides a new understanding of social change and settler state formation that avoids casting colonised peoples as passive objects of ‘progress’ brought by colonisers.

Locking down behavioural compliance: The role of emotion and emotion regulation in breaches of COVID-19 mitigation measures in Aotearoa New Zealand

2021 ◽  
pp. 135910532110299
Author(s):  
Terise Broodryk ◽  
Kealagh Robinson
Keyword(s):  
Public Health ◽  
Young Adults ◽  
New Zealand ◽  
Health Behaviours ◽  
Mitigation Measures ◽  
Aotearoa New Zealand ◽  
High Knowledge ◽  
The Cost ◽  
Insight Into

Although anxiety and worry can motivate engagement with COVID-19 preventative behaviours, people may cognitively reframe these unpleasant emotions, restoring wellbeing at the cost of public health behaviours. New Zealand young adults ( n = 278) experiencing nationwide COVID-19 lockdown reported their worry, anxiety, reappraisal and lockdown compliance. Despite high knowledge of lockdown policies, 92.5% of participants reported one or more policy breaches ( M  = 2.74, SD = 1.86). Counter to predictions, no relationships were found between anxiety or worry with reappraisal or lockdown breaches. Findings highlight the importance of targeting young adults in promoting lockdown compliance and offer further insight into the role of emotion during a pandemic.

Health(y) education: A critical analysis of the role of public health regulation in and on tertiary education in Aotearoa New Zealand

2021 ◽  
pp. 147821032199501
Author(s):  
Susan Shaw ◽  
Keith Tudor
Keyword(s):  
Public Health ◽  
New Zealand ◽  
Critical Analysis ◽  
Tertiary Education ◽  
Power Dynamics ◽  
Policy And Practice ◽  
Educational Design ◽  
Aotearoa New Zealand ◽  
Public Health Regulation

This article offers a critical analysis of the role of public health regulation on tertiary education in Aotearoa New Zealand and, specifically, the requirements and processes of Responsible Authorities under the Health Practitioners Competence Assurance Act for the accreditation and monitoring of educational institutions and their curricula (degrees, courses of studies, or programmes). It identifies and discusses a number of issues concerned with the requirements of such accreditation and monitoring, including, administrative requirements and costs, structural requirements, and the implications for educational design. Concerns with the processes of these procedures, namely the lack of educational expertise on the part of the Responsible Authorities, and certain manifested power dynamics are also highlighted. Finally, the article draws conclusions for changing policy and practice.

Still doing what we do: Defining social work in the 21st century

2011 ◽  
Vol 11 (2) ◽  
pp. 191-208 ◽  
Author(s):  
Barbara Staniforth ◽  
Christa Fouché ◽  
Michael O'Brien
Keyword(s):  
Social Change ◽  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Professional Organizations ◽  
Social Work Educators ◽  
Aotearoa New Zealand ◽  
Indigenous Perspectives ◽  
Definition Of ◽  
Work Education

• Summary: Members of the Aotearoa New Zealand Association of Social Workers (ANZASW) were asked to provide their definition of social work. Over 300 responses were analysed thematically in order to determine if practitioner views corresponded to recent shifts in social work education and theory which emphasized the importance of social change, strengths based perspectives and the importance of local and indigenous contexts. • Findings: The findings demonstrate that while there was some recognition of social change and strengths-based perspectives in the definitions of social work provided, that those working in the field remain focused on ‘helping individuals, families and groups’ engage in change. Respondents did not, for the most part, acknowledge local or indigenous perspectives in their definitions. • Applications: Results from this study may be useful for social work professional organizations, and social work educators, students and future researchers who are interested in the definition of social work and its scopes of practice.

The Role of Information Communication Technologies Within the Field of Communication for Social Change

2011 ◽  
pp. 218-236
Author(s):  
Jan Servaes
Keyword(s):  
Social Change ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Past Century ◽  
Development Communication ◽  
Information And Communication ◽  
Communication For Development ◽  
Communication For Social Change ◽  
Ultimate Objective

There is a lot of talk about the ‘newness’ of mobile and wireless Information and Communication Technologies (ICTs) these days. What is so ‘new’ about them? And in what way will they solve the still unresolved problems of poverty, inequality and information divides in the world? This chapter takes a bird’s eye perspective and presents a number of observations regarding the role of ICTs within the field of Communication for Development and Social Change (CDSC). All those involved in the analysis and application of Communication for Development and Social Change would probably agree that in essence communication for social change is the sharing of knowledge aimed at reaching a consensus for action that takes into account the interests, needs and capacities of all concerned. It is thus a social process, which has as its ultimate objective sustainable development at distinct levels of society. Communication media and Information and Communication Technologies (ICTs) are important tools in achieving social change but their use is not an aim in itself—interpersonal communication and traditional group media must also play a fundamental role. This basic consensus on development communication has been interpreted and applied in different ways throughout the past century. Both at theory and research levels, as well as at the levels of policy and planning-making and implementation, divergent perspectives are on offer. In this chapter, the author presents a brief overview of the field of Communication for Development and Social Change (CDSC) and elaborates on the role and impact of Information and Communication Technologies (ICTs) for Development and Social Change.

A Saturated Time: Three Festivals in Poland, 2007

2008 ◽  
Vol 24 (4) ◽  
pp. 307-321
Author(s):  
Murray Edmond
Keyword(s):  
New Zealand ◽  
Associate Professor ◽  
Contemporary Theatre ◽  
Avant Garde ◽  
Aotearoa New Zealand ◽  
Theatre Company ◽  
Street Performance ◽  
The University ◽  
Special Time

What different kinds of festival are to be found on the ever-expanding international circuit? What companies are invited or gatecrash the events? What is the role of festivals and festival-going in a global theatrical economy? In this article Murray Edmond describes three festivals which he attended in Poland in the summer of 2007 – the exemplary Malta Festival, held in Poznan; the Warsaw Festival of Street Performance; and the Brave Festival (‘Against Cultural Exile’) in Wroclaw – and through an analysis of specific events and productions suggests ways of distinguishing and assessing their aims, success, and role in what Barthes called the ‘special time’ which festivals have occupied since the Ancient Greeks dedicated such an occasion to Dionysus. Murray Edmond is Associate Professor of Drama at the University of Auckland, New Zealand. His recent publications include Noh Business (Berkeley: Atelos Press, 2005), a study, via essay, diary, and five short plays, of the influence of Noh theatre on the Western avant-garde, and articles in Contemporary Theatre Review (2006), Australasian Drama Studies (April 2007), and Performing Aotearoa: New Zealand Theatre and Drama in an Age of Transition (2007). He works professionally as a dramaturge, notably for Indian Ink Theatre Company, and has also published ten volumes of poetry, of which the most recent is Fool Moon (Auckland: Auckland University Press, 2004).

scholarly journals ‘Journey to musicking’: Resourcing people to music outside the therapy room

2021 ◽  
Author(s):  
◽  
Katie Boom
Keyword(s):  
New Zealand ◽  
Music Therapy ◽  
Qualitative Data ◽  
Ecological Model ◽  
Community Music ◽  
Music Therapist ◽  
Aotearoa New Zealand ◽  
Therapy Room ◽  
Neurological Conditions

<p>This action research study investigates resourcing people to engage in musicking outside the therapy room. Both the practice and research took place within a residential hospital for people with neurological conditions, situated in Aotearoa New Zealand. Music-centred music therapy, community music therapy, resource-oriented music therapy and the ecological model of music influenced this research. Following three action cycles, the qualitative data collected throughout was thematically analysed. This analysis revealed a framework referred to as the ‘journey to musicking’, which identifies six resources people needed to engage in music: opportunity; motivation; confidence; skills; practical needs; and a problem-solving toolkit. The role of the music therapist in resourcing people in these areas is framed as the role of a tuakana, drawing on an indigenous Māori model predominantly used in education and mentoring programmes: ‘tuakana-teina’. ‘Tuakana-teina’ in this study is defined as a music therapist-participant relationship that is empowering, collaborative and inclusive of the possibility of reciprocity. The personal resources (kete) needed by the tuakana music therapist are also explored, while empowerment and sustainability are highlighted as foundational principles to resourcing people. These principles, especially empowerment, are linked to the Māori concept of restoring rangatiratanga. This research provides a rich qualitative account of practicing music therapy in an empowering, ecological way in Aotearoa New Zealand.</p>

scholarly journals (Re)Shaping spaces for learning

2021 ◽  
Vol 26 ◽  
pp. 52-59
Author(s):  
Lucila Carvalho
Keyword(s):  
New Zealand ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Collaborative Teaching ◽  
Traditional Classroom ◽  
Learning Spaces ◽  
Aotearoa New Zealand ◽  
Teachers And Students ◽  
Spatial Configurations

Schools and universities in Aotearoa New Zealand have been transitioning into new spatial configurations. These spaces are being carefully (re)designed to accommodate technology-rich activity, and to enable collaborative teaching and learning in ways that actively engage students in scaffolded inquiry. As teachers and students shift from traditional classroom layouts into flexible learning arrangements, educators are having to deeply rethink their own practices. In addition, the recent Covid-19 outbreak raised new questions in education about the role of technology in learning. This article argues that it is critical that Aotearoa educators understand (i) how to (re)design and (re)configure learning spaces in ways that support what they value in learning; and (ii) how they can tap on the digital to extend students experiences, both across and beyond schools and universities’ physical settings. The article introduces a way of framing the design and analysis of complex learning situations and reports on qualitative findings from a recent survey, which explored educators’ experiences of learning environments across Aotearoa New Zealand.

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