title: Perceptions of workplace bullying in the New Zealand travel industry: Prevalence and management strategies

authors: Bentley, Tim A.

subjects: workplace bullying

abstract: Workplace bullying is a major cause of stress and psychological harm for employees and a costly problem for organisations. Within the travel industry, little is known about the extent and nature of the workplace bullying problem. This paper reports on findings from a survey of 332 New Zealand travel industry staff and managers. The finding that more than one-in-ten respondents experienced bullying in the workplace indicates a significant problem for the sector. In comparison to those who had not experienced bullying, targets of bullying reported lower levels of constructive leadership, colleague support, and supervisor support, and lower self-rated performance. Targets also reported higher levels of stress, lower levels of emotional wellbeing, higher absenteeism, and a higher intention to leave the organisation. Organisational responses to bullying reported to be most effective were those that focused on improvements in communication and relationships. The paper discusses the importance of leadership in developing a bully-free culture within organisations.

text: Perceptions of workplace bullying in the New Zealand travel industry: Prevalence and management strategies Workplace bullying is a major cause of stress and psychological harm for employees and a costly problem for organisations. Within the travel industry, little is known about the extent and nature of the workplace bullying problem. This paper reports on findings from a survey of 332 New Zealand travel industry staff and managers. The finding that more than one-in-ten respondents experienced bullying in the workplace indicates a significant problem for the sector. In comparison to those who had not experienced bullying, targets of bullying reported lower levels of constructive leadership, colleague support, and supervisor support, and lower self-rated performance. Targets also reported higher levels of stress, lower levels of emotional wellbeing, higher absenteeism, and a higher intention to leave the organisation. Organisational responses to bullying reported to be most effective were those that focused on improvements in communication and relationships. The paper discusses the importance of leadership in developing a bully-free culture within organisations.

year: 2011

title: Sugar and spice: Wealth accumulation and the labour of Indian women in Fiji, 1879-1930

authors: Shameem, Shaista

subjects: women - Fiji

abstract: This thesis examines the connection between the fact of 'femininity' of Indian women workers and the accumulation of wealth in Fiji over a period of fifty-one years, 1879-1930. This was the period during which sugar became the country's number one revenue earner. It is argued that Indian women's centrality to the (re)production of capital and labour stemmed from the exploitation of their labour on plantations and farms. As coloured indentured workers Indian women produced surplus for white industrial planters, and as unpaid domestic workers, they produced goods and services for Indian men. In turn, the surplus that women produced for free in the domestic arena enabled the white planter and miller to depress the wages paid to Indian men in the sugar sector and to create stability for male workers. Thus Indian women's labour in both public and private spheres created wealth which accumulated in the hands of both a class of non-producers and men. 
Using an array of theoretical debates derived from Marxist Thought, Feminist Theories and Race/Third World Analyses, and fieldwork examples I argue that between 1879 and 1930 the awareness that Indian women possessed certain physiological and social attributes encouraged both white and Indian men in Fiji to exploit these women in such a way that money was made out of exchanging the products of their labour as well as their bodies as merchandise. These exploitative practices were submerged under a multitude of oppressive ideological messages, much of which had originated in other social and spatial contexts. The recipients absorbed messages of dependency that extolled the virtues of heterosexual coupling within which male dominance was seen to be in the interests of women. The private/public split, which relegated men and women to different areas of work, was maintained on the basis of power, violence and control over paid work by men. Despite these obstacles however, Indian women in Fiji continually resisted all attempts to control their bodies and wrest the products of their labour from them. The struggle between men in the Colony and Indian women for the possession of Indian women and the products of their labour forms the substance of this thesis.

text: Sugar and spice: Wealth accumulation and the labour of Indian women in Fiji, 1879-1930 This thesis examines the connection between the fact of 'femininity' of Indian women workers and the accumulation of wealth in Fiji over a period of fifty-one years, 1879-1930. This was the period during which sugar became the country's number one revenue earner. It is argued that Indian women's centrality to the (re)production of capital and labour stemmed from the exploitation of their labour on plantations and farms. As coloured indentured workers Indian women produced surplus for white industrial planters, and as unpaid domestic workers, they produced goods and services for Indian men. In turn, the surplus that women produced for free in the domestic arena enabled the white planter and miller to depress the wages paid to Indian men in the sugar sector and to create stability for male workers. Thus Indian women's labour in both public and private spheres created wealth which accumulated in the hands of both a class of non-producers and men. 
Using an array of theoretical debates derived from Marxist Thought, Feminist Theories and Race/Third World Analyses, and fieldwork examples I argue that between 1879 and 1930 the awareness that Indian women possessed certain physiological and social attributes encouraged both white and Indian men in Fiji to exploit these women in such a way that money was made out of exchanging the products of their labour as well as their bodies as merchandise. These exploitative practices were submerged under a multitude of oppressive ideological messages, much of which had originated in other social and spatial contexts. The recipients absorbed messages of dependency that extolled the virtues of heterosexual coupling within which male dominance was seen to be in the interests of women. The private/public split, which relegated men and women to different areas of work, was maintained on the basis of power, violence and control over paid work by men. Despite these obstacles however, Indian women in Fiji continually resisted all attempts to control their bodies and wrest the products of their labour from them. The struggle between men in the Colony and Indian women for the possession of Indian women and the products of their labour forms the substance of this thesis.

year: 1990

title: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana

authors: Woller, Paul Robert

subjects: Ngāi Tamarāwaho

abstract: Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

text: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

year: 2016