title: A cultural encounter through volunteer tourism: Towards the ideals of sustainable tourism?

authors: McIntosh, Alison J.

subjects: cultural tourism

abstract: International volunteering is increasingly recognised as a form of alternative tourism. However, the nature of the ‘alternative’ experience gained, and the ensuing narrative between host and volunteer, remains under-explored in published research, especially in volunteer tourism research within a cultural context in a developed nation. This paper examines the nexus between volunteer tourism and cultural tourism in the search for alternative and sustainable experiences through tourism. Qualitative research using in-depth interviews, diaries and participant observation was conducted to examine the pre-, during and post-trip experiences of 12 Australian visitors undertaking organised volunteer activities in an indigenous Maori community in the North Island of New Zealand during January 2005. Members of the indigenous Maori community were also interviewed to provide an important host perspective. Findings suggest that the nature of the interaction and cultural experiences gained were perceived as mutually beneficial and seemingly different from those gained from traditional cultural products. In particular, the volunteers experienced an alternative Maori cultural product and engaged in a different narrative with their Maori hosts through their volunteer work, one rich in authentic cultural content, genuine and reflective of modern Maori life in New Zealand society.

text: A cultural encounter through volunteer tourism: Towards the ideals of sustainable tourism? International volunteering is increasingly recognised as a form of alternative tourism. However, the nature of the ‘alternative’ experience gained, and the ensuing narrative between host and volunteer, remains under-explored in published research, especially in volunteer tourism research within a cultural context in a developed nation. This paper examines the nexus between volunteer tourism and cultural tourism in the search for alternative and sustainable experiences through tourism. Qualitative research using in-depth interviews, diaries and participant observation was conducted to examine the pre-, during and post-trip experiences of 12 Australian visitors undertaking organised volunteer activities in an indigenous Maori community in the North Island of New Zealand during January 2005. Members of the indigenous Maori community were also interviewed to provide an important host perspective. Findings suggest that the nature of the interaction and cultural experiences gained were perceived as mutually beneficial and seemingly different from those gained from traditional cultural products. In particular, the volunteers experienced an alternative Maori cultural product and engaged in a different narrative with their Maori hosts through their volunteer work, one rich in authentic cultural content, genuine and reflective of modern Maori life in New Zealand society.

year: 2007

title: Collectivism, cultural identity and employee mental health: A study of New Zealand Māori

authors: Brougham, David M.

subjects: Anxiety

abstract: Māori are a collectivistic people living within a largely individualistic country. The present study tested whether Māori who practice higher levels of workplace collectivism feel greater alignment with their overall cultural beliefs, and report better mental health results because of their lower levels of anxiety and depression. Three hundred and thirty-six Māori employees were surveyed, and a regression analysis showed significant direct effects, with collectivism accounting for a sizable 20 % of the variance in both anxiety and depression. Two moderators relating to cultural knowledge and cultural language were also tested. Significant two-way interactions were found: high collectivism and high cultural knowledge led to low depression, and high cultural knowledge and high cultural language skills led to low depression and anxiety. A three-way interaction was found between anxiety, collectivism and cultural knowledge and/or language: low anxiety was reported by respondents with high collectivism and either high cultural knowledge or cultural language. Overall, the study highlights the importance of collectivism and cultural identity for Māori employees' mental health

text: Collectivism, cultural identity and employee mental health: A study of New Zealand Māori Māori are a collectivistic people living within a largely individualistic country. The present study tested whether Māori who practice higher levels of workplace collectivism feel greater alignment with their overall cultural beliefs, and report better mental health results because of their lower levels of anxiety and depression. Three hundred and thirty-six Māori employees were surveyed, and a regression analysis showed significant direct effects, with collectivism accounting for a sizable 20 % of the variance in both anxiety and depression. Two moderators relating to cultural knowledge and cultural language were also tested. Significant two-way interactions were found: high collectivism and high cultural knowledge led to low depression, and high cultural knowledge and high cultural language skills led to low depression and anxiety. A three-way interaction was found between anxiety, collectivism and cultural knowledge and/or language: low anxiety was reported by respondents with high collectivism and either high cultural knowledge or cultural language. Overall, the study highlights the importance of collectivism and cultural identity for Māori employees' mental health

year: 2012

title: Investigating children's participation in decision-making in New Zealand primary schools: Participation, pathways and potential.

authors: Smith, Alison Ann

subjects: student participation

abstract: The notion of children and young people participating in a school’s decision-making processes has been the topic of much research and writing throughout the Western world since the 1980s. Existing research has included work that spans the continuum from individual students having input into decisions that affect them specifically, to a focus on student councils or other student groups where a small number of students contribute to decision-making that affect the student body as a whole. However, only a very small body of research or literature focuses on primary school children’s participation in decision-making and there appears to be little published in the New Zealand context. This thesis addresses this knowledge gap by examining children’s participation in decision-making in two New Zealand primary schools. 

By investigating the perspectives of principals, teachers and children, this study sought to critically examine the ways in which children participated in decision-making in two New Zealand primary schools, and explore the outcomes for children through their involvement in various decision-making mechanisms, including that of student leadership or representational roles.
The related research questions (RQ) were:
RQ1:	In what ways do children participate in decision-making mechanisms, including formal student leadership roles; and
RQ2:	What are the lived experiences, perceptions and understandings of the children in regard to this participation?

This thesis takes a qualitative, case study approach to examining teachers’, principals’ and children’s beliefs and practices in two primary schools. The research used semi-structured interviews to generate data from two principals and ten teachers about children’s participation in decision-making. Four focus groups were also conducted with a total of 29 children. Participative activities were completed by the children to gain insights into their perspectives about their experiences of participating in decision-making in their schools.

The research found that the schools offered a variety of opportunities for children to participate in decision-making, including formal student leadership roles. Where authentic participation existed, adults facilitated and organised for children to be active and agentic decision-makers. Conversely, where adults offered contrived or very narrow opportunities, children had little voice or agency and authentic participation did not occur. The research raised issues about schools practices and pathways related to children’s participation in decision-making and found that the nature of these practices depended on adults’ knowledge about children and children’s rights, their views about children’s competency and agency, and the extent to which democratic practices within a social justice worldview were implemented. These findings enabled the creation of the pikotoru Mahi Ngātahi model of children’s participation in decision-making in primary schools.

text: Investigating children's participation in decision-making in New Zealand primary schools: Participation, pathways and potential. The notion of children and young people participating in a school’s decision-making processes has been the topic of much research and writing throughout the Western world since the 1980s. Existing research has included work that spans the continuum from individual students having input into decisions that affect them specifically, to a focus on student councils or other student groups where a small number of students contribute to decision-making that affect the student body as a whole. However, only a very small body of research or literature focuses on primary school children’s participation in decision-making and there appears to be little published in the New Zealand context. This thesis addresses this knowledge gap by examining children’s participation in decision-making in two New Zealand primary schools. 

By investigating the perspectives of principals, teachers and children, this study sought to critically examine the ways in which children participated in decision-making in two New Zealand primary schools, and explore the outcomes for children through their involvement in various decision-making mechanisms, including that of student leadership or representational roles.
The related research questions (RQ) were:
RQ1:	In what ways do children participate in decision-making mechanisms, including formal student leadership roles; and
RQ2:	What are the lived experiences, perceptions and understandings of the children in regard to this participation?

This thesis takes a qualitative, case study approach to examining teachers’, principals’ and children’s beliefs and practices in two primary schools. The research used semi-structured interviews to generate data from two principals and ten teachers about children’s participation in decision-making. Four focus groups were also conducted with a total of 29 children. Participative activities were completed by the children to gain insights into their perspectives about their experiences of participating in decision-making in their schools.

The research found that the schools offered a variety of opportunities for children to participate in decision-making, including formal student leadership roles. Where authentic participation existed, adults facilitated and organised for children to be active and agentic decision-makers. Conversely, where adults offered contrived or very narrow opportunities, children had little voice or agency and authentic participation did not occur. The research raised issues about schools practices and pathways related to children’s participation in decision-making and found that the nature of these practices depended on adults’ knowledge about children and children’s rights, their views about children’s competency and agency, and the extent to which democratic practices within a social justice worldview were implemented. These findings enabled the creation of the pikotoru Mahi Ngātahi model of children’s participation in decision-making in primary schools.

year: 2020