Lung cancer attracts greater stigma than other cancer types in Aotearoa New Zealand

2021 ◽  
Author(s):  
Jess Godward ◽  
Benjamin Riordan ◽  
Taylor Winter ◽  
John Ashton ◽  
Damian Scarf
Keyword(s):  
Lung Cancer ◽  
New Zealand ◽  
Survival Rate ◽  
Personal Responsibility ◽  
Cancer Death ◽  
Stigma Scale ◽  
Aotearoa New Zealand ◽  
Cancer Types ◽  
Item Scale ◽  
The Way

Introduction: Lung cancer is the leading cause of cancer death in Aotearoa New Zealand, killing over 1,700 people each year. Despite the burden of lung cancer, a recent stuff.co.nz article called lung cancer deaths ‘the cancer disgrace that no-one-talks about’. When asked about this Professor Ross Lawrenson hypothesized that the low survival rate meant that few people made the transition from patient to advocate. Here, we investigate another, lung-cancer stigma.Method: Participants completed the Cancer Stigma Scale (CSS) for one of five cancer types (lung, cervical, breast, skin, or bowel). The CSS is a 25-item scale, with items that tap awkwardness, avoidance, severity, policy opposition, personal responsibility, and financial discrimination.Results: Relative to most other cancer types included, people were more likely to avoid someone with lung cancer, view interacting with someone with lung cancer as more awkward, and view people with lung cancer as being responsible for their condition.Conclusion: Lung cancer is the leading cause of cancer death in Aotearoa New Zealand. Unfortunately, the current study suggests that lung cancer also leads the way with respect to stigma, with patients not only attracting higher levels of blame but also higher levels of ostracism.

scholarly journals Reconstructing dancer identities

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Emma Cosgrave
Keyword(s):  
New Zealand ◽  
Narrative Inquiry ◽  
Thematic Analysis ◽  
Research Question ◽  
Aotearoa New Zealand ◽  
Sense Of Security ◽  
Practice Performance ◽  
The Way

The Coronavirus (Covid-19) continues to reshape many lives socially, politically, and economically. Choreographic practice, performance, and those involved in dance are also affected in different ways. This article investigates the research question: How might the event of Covid-19 prompt the transformation of freelance dancers’ identities? Through a qualitative narrative inquiry, three freelance contemporary dancers from Aotearoa/New Zealand were interviewed. From a thematic analysis of the data, the theme of alienation and adaptability were drawn out. This research reveals that the event of Covid-19 has caused freelance dancers to question their identity and precarity within their communities and shifted their position to advance a sense of security. The stories shared by the dancers revealed that industry practices and conditions for freelance contemporary dancers in Aotearoa/New Zealand need redevelopment for greater sustainability, relevance and inclusion, which could pave the way for industry changes to occur post-covid-19.  

scholarly journals A Feminist Critique of Clinical Psychology Training Programmes in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Heather Anne Barnett
Keyword(s):  
New Zealand ◽  
Clinical Psychology ◽  
Psychological Health ◽  
Comparative Approach ◽  
Psychology Training ◽  
Feminist Critique ◽  
Clinical Psychology Training ◽  
Aotearoa New Zealand ◽  
Training Programmes ◽  
The Way

<p>This thesis provides a feminist critique of clinical psychology training programmes in Aotearoa New Zealand. Taking a feminist standpoint epistemological position I argue that most clinical psychology training programmes do not adequately incorporate analyses of gender, or convey an understanding of the connection between women's sociopolitical positioning and psychological health. The central focus of the thesis is to examine the way analyses of gender and other relations of power are included in clinical psychology curricula. The curriculum is important because it reflects and reproduces dominant psychological knowledge and impacts on the way clinical psychology is practiced. To examine these issues, questionnaires were administered to fifty clinical psychology students and twelve academic clinical psychology staff in six Aotearoa New Zealand universities. Some of these participants also completed a further interview. Additional interviews were undertaken with eleven feminist clinical psychologists. Taking a feminist methodological position, my research involved systematic thematic analysis using a constant comparative approach, as well as the use of quantitative analysis. The research findings, in conjunction with attention to the broader ontological, epistemological, theoretical and methodological foundations of the clinical psychology curriculum, highlight the ways in which psychology's dominant discourses minimise the effects of gendered structural relations and continue to marginalise women's experiences, realities and material lives. As such, an underlying argument of this thesis is that clinical psychology participates in the reproduction of gender inequities, and may perpetuate rather than alleviate the 'psychological' difficulties women experience. The thesis concludes by offering ideas for the future development of clinical psychology training which takes a critical-realist approach to the construction of knowledge, offers multi-level epistemological analyses grounded in the diverse experiences of women and other marginalised groups, and locates gender and other analyses of power as central to the clinical curriculum.</p>

scholarly journals “You look a little bit dark for my liking”: Māori and Pasifika women’s experiences of welfare receipt in Aotearoa New Zealand

2019 ◽  
Vol 31 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Claire Gray
Keyword(s):  
New Zealand ◽  
Focus Groups ◽  
Lived Experience ◽  
Parent Support ◽  
Welfare Receipt ◽  
Negative Experiences ◽  
Lone Mothers ◽  
Aotearoa New Zealand ◽  
Poor Treatment ◽  
The Way

INTRODUCTION: Based on empirical research with Māori and Pasifika lone mothers, this article considers the way that discourses of ethnicity and welfare combine to shape the lived experience of welfare receipt. METHOD: Drawing from 16 focus groups and interviews conducted in 2014 throughout Aotearoa New Zealand with women receiving Sole Parent Support, we analyse the way participants spoke of their experiences with Work and Income New Zealand.FINDINGS: Our findings indicate that the negative experiences related to the receipt of welfare in New Zealand are intensified for women who identify ethnically as Māori or Pasifika. Many of the women who took part in the research attributed poor treatment, including the denial of access to welfare entitlements, to their ethnicity. Participants spoke of avoiding visits to welfare offices because of the racism they anticipated experiencing in these spaces. CONCLUSIONS: There are significant implications for these findings. We argue that identifying as Māori or Pasifika can have consequences in relation to accessing welfare entitlements and that ethnicity may negatively influence interactions within welfare offices in Aotearoa New Zealand.

The More Things Change, the More They Stay the Same

2000 ◽  
Vol 9 (1) ◽  
pp. 45-52 ◽  
Author(s):  
Bev Gatenby ◽  
Maria Humphries
Keyword(s):  
New Zealand ◽  
Career Development ◽  
Research Project ◽  
Women Graduates ◽  
Ongoing Research ◽  
Aotearoa New Zealand ◽  
Everyday Talk ◽  
The Way

Recent feminist theorising suggests that we view gender as a “stylised repetition of acts” (Butler, 1990, p. 140) and challenges. In an ongoing research project, we have been following and participating in the career development of a group of women graduates for nine years. In this paper we look at the shifting discourses around the notion of career and women's aspirations and the way in which those discourses reconstitute gender in everyday talk. In particular we examine the ways in which the women create and enact meaning for terms such as “career”, “balance”, “success” and “flexibility”. We take a critical look at changing interpretations in the light of current opportunities for women in Aotearoa/ New Zealand.

scholarly journals Who watches the watchmen? Evaluating evaluations of El Sistema

2018 ◽  
Vol 35 (3) ◽  
pp. 255-269 ◽  
Author(s):  
Geoffrey Baker ◽  
Anna Bull ◽  
Mark Taylor
Keyword(s):  
New Zealand ◽  
Case Studies ◽  
Social Transformation ◽  
Aotearoa New Zealand ◽  
The World ◽  
El Sistema ◽  
Methodological Problems ◽  
The Way

Within the growing field of publications on El Sistema and Sistema-inspired programmes around the world, a marked divide can be observed between the findings of critical academic studies and commissioned evaluations. Using evaluations of El Sistema in Venezuela and Aotearoa New Zealand as our principal case studies, we argue that this gulf can be explained at least partly by methodological problems in the way that some evaluations are carried out. We conclude that many Sistema evaluations display an alignment with advocacy rather than explorative research, and that the foundation for El Sistema's claims of social transformation is thus weak.

scholarly journals A Feminist Critique of Clinical Psychology Training Programmes in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Heather Anne Barnett
Keyword(s):  
New Zealand ◽  
Clinical Psychology ◽  
Psychological Health ◽  
Comparative Approach ◽  
Psychology Training ◽  
Feminist Critique ◽  
Clinical Psychology Training ◽  
Aotearoa New Zealand ◽  
Training Programmes ◽  
The Way

<p>This thesis provides a feminist critique of clinical psychology training programmes in Aotearoa New Zealand. Taking a feminist standpoint epistemological position I argue that most clinical psychology training programmes do not adequately incorporate analyses of gender, or convey an understanding of the connection between women's sociopolitical positioning and psychological health. The central focus of the thesis is to examine the way analyses of gender and other relations of power are included in clinical psychology curricula. The curriculum is important because it reflects and reproduces dominant psychological knowledge and impacts on the way clinical psychology is practiced. To examine these issues, questionnaires were administered to fifty clinical psychology students and twelve academic clinical psychology staff in six Aotearoa New Zealand universities. Some of these participants also completed a further interview. Additional interviews were undertaken with eleven feminist clinical psychologists. Taking a feminist methodological position, my research involved systematic thematic analysis using a constant comparative approach, as well as the use of quantitative analysis. The research findings, in conjunction with attention to the broader ontological, epistemological, theoretical and methodological foundations of the clinical psychology curriculum, highlight the ways in which psychology's dominant discourses minimise the effects of gendered structural relations and continue to marginalise women's experiences, realities and material lives. As such, an underlying argument of this thesis is that clinical psychology participates in the reproduction of gender inequities, and may perpetuate rather than alleviate the 'psychological' difficulties women experience. The thesis concludes by offering ideas for the future development of clinical psychology training which takes a critical-realist approach to the construction of knowledge, offers multi-level epistemological analyses grounded in the diverse experiences of women and other marginalised groups, and locates gender and other analyses of power as central to the clinical curriculum.</p>

scholarly journals “Our dance is a celebration of the fabric of modern New Zealand”: Identity, Community, Solidarity and Citizenship at Youth Polyfests in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Milica Homolja
Keyword(s):  
New Zealand ◽  
Young People ◽  
Identity Formation ◽  
Ethnic Minority ◽  
Minority Youth ◽  
Ethnic Minority Youth ◽  
School Based ◽  
Aotearoa New Zealand ◽  
Cultural Festivals ◽  
The Way

<p>One feature of the growing levels of cultural diversity in Aotearoa New Zealand has been the growth of cultural festivals. These originated primarily for Pacific groups to maintain and sustain cultural performance and traditions, but increasingly such festivals reflect the growing ethnic minority groups present in most of New Zealand’s large urban centres. Specific cultural festivals for school-aged young people are attended by thousands of young New Zealanders annually, yet to date have rarely been a feature of research. This study aimed to explore the role that cultural festivals may play in contributing to the identity, belonging and citizenship experiences of ethnic minority youth growing up in Aotearoa New Zealand.  The thesis draws on ethnographic data obtained at three cultural festivals (Polyfests) for school-aged young people in 2018 (ASB Auckland Polyfest, Tu Tagata, Wellington and Northern Regional Polyfest, Porirua). Employing ethnographic participant observation, coupled with approaches drawn from ethnomusicology and dance ethnography, data collection included observation of speeches, public announcements and performances, dance moves and music, as well as on-the-fly discussions with festival performers and analysis of associated media (brochures, media reports, online articles).  The festivals performances and their potential to enable spaces of possibility for identity-formation were analysed through Bhabha’s (1996) notion of ‘third-space’. The study drew attention to the way young performers strategically employed fusions of traditional and contemporary music and dance genres within their performances to articulate new ways of seeing themselves. These performances also served to maintain and validate ethnic and school-based identities, as well as to gain status and recognition by creating symbolic representations of the way that performers wished their cultural group to be viewed by audiences. Festival spaces also allowed cultural groups to consolidate homogenous (ethnic) solidarities as well as articulate new ways of seeing themselves as belonging through heterogenous (inter-ethnic) and school-based solidarities. The study underscores the significance of festival spaces as ‘counter-spaces’ in New Zealand society in which ethnic minority youth could experience (and create) identity-affirming, counter-hegemonic experiences outside of the dominant discourses frequently projected on them by White New Zealand.</p>

Aotearoa New Zealand: keeping the virus at bay

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Spencer Lilley
Keyword(s):  
New Zealand ◽  
Design Methodology ◽  
Changing Environment ◽  
Content Type ◽  
Research Opportunities ◽  
Aotearoa New Zealand ◽  
Future Outcomes ◽  
The Impact ◽  
The Way

PurposeThis paper responds to an invitation from the Editor to write about how the COVID-19 virus has impacted on New Zealand and possible future outcomes, which are presented as three scenarios.Design/methodology/approachThis paper uses a scenario-based methodology to outline the implications of COVID-19 in New Zealand. Three different scenarios are presented for consideration.FindingsThere is a need for adaptability and flexibility in the way that New Zealand approaches how it recovers from the impact that COVID-19 has had. Specific challenges for libraries are to ensure that they can continue to deliver resources and services to their communities in a fast-changing environment.Research limitations/implicationsThere will be a substantial number of research opportunities in the years ahead to identify how libraries were able to contribute to recovery efforts.Originality/valueThis is a thought piece, delivered as scenarios. It only presents the views of the author.

What Do I Do with Contexts? A Brief Reflection on Reading Biblical Texts with Israel and Aotearoa New Zealand in Mind

2001 ◽  
Vol 14 (2) ◽  
pp. 159-171
Author(s):  
Judith E. McKinlay
Keyword(s):  
New Zealand ◽  
Biblical Studies ◽  
Aotearoa New Zealand ◽  
Biblical Texts ◽  
The Way

How does one “do” biblical studies contextually? If I begin by asking who am I, where am I situated, and what are the communities that have formed and continue to form who I am, what difference will this make to the way in which I “do” my biblical studies? This paper seeks to explore the issues that an engagement with texts which have their own contexts and interests brings for a Pakeha reader from Aotearoa New Zealander, recognising that this is not an easy or comfortable task, but an enterprise that continually raises questions and stretches boundaries.

scholarly journals “A problem they don’t even know exists”: Inequality, poverty, and invisible discourses in Teach First New Zealand

2019 ◽  
Vol 27 ◽  
pp. 128
Author(s):  
Sam Oldham ◽  
Katherine Crawford-Garrett
Keyword(s):  
New Zealand ◽  
Qualitative Data ◽  
Personal Responsibility ◽  
Empirical Work ◽  
Social Phenomena ◽  
Individual Agency ◽  
Aotearoa New Zealand ◽  
Primary Means ◽  
Implicit And Explicit ◽  
Discursive Patterns

This research draws on qualitative data collected in Aotearoa New Zealand over a six-month period to examine the ways in which participants in Teach First New Zealand (TFNZ), an affiliate of Teach for All, discuss issues of poverty and educational underachievement in their teaching contexts. Findings from this study suggest that broad discursive patterns tended to prevail among TFNZ participants interviewed. In discussing issues of poverty and educational underachievement, participants privileged personal responsibility, individual agency, and social mobility as explanatory frameworks. Participants tended to perceive individuals, families, and communities as responsible for their socioeconomic disadvantage, and few were able to articulate more complex understandings. We found that TFNZ participants had little or no direct experience with poverty or educational inequity prior to entering the scheme and had limited understandings of these phenomena. Despite this, participants shared an almost universal belief that education was the primary means by which disadvantage could be overcome, privileging individualist conceptions of complex social phenomena. As Teach for All expands globally, there is need for empirical work documenting how participants articulate their mission of addressing inequity, how these understandings translate into practice, and the ways in which implicit and explicit educational discourses shape their perspectives on students and communities. This work has added importance as Teach for All actors continue to encourage the movement of alumni into policy and leadership.

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