title: Death and homelessness on the streets of Aotearoa New Zealand: Sustaining life

authors: Charvin-Fabre, Sandrine

abstract: In high-income countries, homeless people die 20 to 35 years earlier than domiciled populations. Despite this enduring reality, the issue of death inequality remains underexplored, especially in indigenous homeless contexts, facing the ongoing effects of colonisation. This study centres on the perspectives and aspirations of a Māori street homeless community, known as the “Peeps”. Its objective is twofold: to spotlight to unjust, untimely, and avoidable mortality impacting homeless communities in Aotearoa New Zealand, and to understand how life can be sustained against the adversity of street life. The thesis diverges from conventional public health approaches, which often dichotomise early deaths prevention through improved healthcare access during homelessness, and palliative care provision at the end of life of homeless people. This thesis explores “the temporal space of life prior to death”. Within that temporal realm, the omnipresent “risk of dying” that infiltrates the lives of homeless people, disrupting the linear progression toward death observed in domiciled populations, is recognised. This temporal space is understood as a zone of uncertainty and potentiality, wherein complex life-death dynamics operate, revealing broader political, societal and cultural tensions. This study encountered significant challenges, including the dearth of prior death-related research in Māori homeless contexts, and my non-Māori identity. In response, an indeterminate approach, rooted in relational ethics and complexity and systems thinking — aligned with Māori worldviews — was adopted.  

Part I of the thesis is conceptual and contextual. Part II invites the readers into the fragile “temporal space of life prior to death” and the cyclical research process. Cycle 1 focuses on understanding the local context of death inequality, through relational fieldwork and statistical analysis of coroners’ reports. This analysis uncovers a 30-year life expectancy disparity with domiciled populations, exacerbated by three-quarters of avoidable mortality, mainly due to chronic conditions and suicide. Subsequent cycles sustain relational fieldwork, using collaborative and critical performance ethnography. Cycle 2 reveals the Peeps’ resistance to access healthcare, rooted in experiences of transgenerational trauma and marginalisation of Māori beliefs and values in relation to death and dying within mainstream healthcare institutions. Collaboration with the Peeps leads to the co-creation of a drama, intended to initiate conversations with health professionals from the Peeps’ perspectives and aspirations, to improve the quality of care. This cycle also highlights the impact of disconnection processes with whānau (family, extended family) experienced by the Peeps. Progressing further, cycle 3 illuminates healing processes with whānau using Advance Care Planning, envisioned as a relational space, providing the Peeps with a sense of belonging, and spiritual continuity in the perspective of death and dying. 
 
In addition to shedding light on the profound death inequality that affect Māori homeless people, this thesis argues for homelessness to be recognised as “complex life-threatening conditions associated with serious-related health suffering”. Accordingly, the thesis advocates the shift toward comprehensive care, inclusive of a concurrent prevention and palliation approach over the course of homelessness, to mitigate its impact on the lives of Māori homeless people and enhance holistic wellbeing.

text: Death and homelessness on the streets of Aotearoa New Zealand: Sustaining life In high-income countries, homeless people die 20 to 35 years earlier than domiciled populations. Despite this enduring reality, the issue of death inequality remains underexplored, especially in indigenous homeless contexts, facing the ongoing effects of colonisation. This study centres on the perspectives and aspirations of a Māori street homeless community, known as the “Peeps”. Its objective is twofold: to spotlight to unjust, untimely, and avoidable mortality impacting homeless communities in Aotearoa New Zealand, and to understand how life can be sustained against the adversity of street life. The thesis diverges from conventional public health approaches, which often dichotomise early deaths prevention through improved healthcare access during homelessness, and palliative care provision at the end of life of homeless people. This thesis explores “the temporal space of life prior to death”. Within that temporal realm, the omnipresent “risk of dying” that infiltrates the lives of homeless people, disrupting the linear progression toward death observed in domiciled populations, is recognised. This temporal space is understood as a zone of uncertainty and potentiality, wherein complex life-death dynamics operate, revealing broader political, societal and cultural tensions. This study encountered significant challenges, including the dearth of prior death-related research in Māori homeless contexts, and my non-Māori identity. In response, an indeterminate approach, rooted in relational ethics and complexity and systems thinking — aligned with Māori worldviews — was adopted.  

Part I of the thesis is conceptual and contextual. Part II invites the readers into the fragile “temporal space of life prior to death” and the cyclical research process. Cycle 1 focuses on understanding the local context of death inequality, through relational fieldwork and statistical analysis of coroners’ reports. This analysis uncovers a 30-year life expectancy disparity with domiciled populations, exacerbated by three-quarters of avoidable mortality, mainly due to chronic conditions and suicide. Subsequent cycles sustain relational fieldwork, using collaborative and critical performance ethnography. Cycle 2 reveals the Peeps’ resistance to access healthcare, rooted in experiences of transgenerational trauma and marginalisation of Māori beliefs and values in relation to death and dying within mainstream healthcare institutions. Collaboration with the Peeps leads to the co-creation of a drama, intended to initiate conversations with health professionals from the Peeps’ perspectives and aspirations, to improve the quality of care. This cycle also highlights the impact of disconnection processes with whānau (family, extended family) experienced by the Peeps. Progressing further, cycle 3 illuminates healing processes with whānau using Advance Care Planning, envisioned as a relational space, providing the Peeps with a sense of belonging, and spiritual continuity in the perspective of death and dying. 
 
In addition to shedding light on the profound death inequality that affect Māori homeless people, this thesis argues for homelessness to be recognised as “complex life-threatening conditions associated with serious-related health suffering”. Accordingly, the thesis advocates the shift toward comprehensive care, inclusive of a concurrent prevention and palliation approach over the course of homelessness, to mitigate its impact on the lives of Māori homeless people and enhance holistic wellbeing.

year: 2024

title: Engaging the parent/whānau community: Methods, benefits, and challenges for senior leaders in small town and rural New Zealand secondary schools

authors: Kallahar, David

abstract: Engaging parents and whānau (family) in a respectful partnership that develops strong home-school connections and uses effective methods of engagement has the potential to positively affect student outcomes. However, there are also methods of engagement that can be counterproductive and negatively affect student outcomes. This study presents how senior leaders in small town and rural secondary schools in New Zealand are engaging with their parent and whānau community. The investigation reveals what methods they are using to engage parents and whānau and, how effective they and a small number of parents and whānau consider these are, then outlines some of the benefits and challenges that they face in this process. 
The literature reviewed for this study emphasised the benefits of engagement between parents, whānau and school leaders, along with the essential ingredients necessary for successful home-school partnerships and how senior leaders play a critical role in developing the conditions for schools’ engagement with their parent and whānau community. The consideration of aspects from New Zealand’s political and educational history illuminated possible reasons why parents and whānau of Māori descent struggle to connect with schools, and how concepts which have traditionally guided the way of life for these indigenous people can be and are being used by school leaders to develop strong, respectful enduring partnerships. Research on the rural context and how schools in this type of location manage engagement was also studied and seen as yet another factor that senior leaders need to bear in mind when planning for engagement. Examination of three types of engagement – involvement, empowerment, and solidarity, revealed that each is characterised by certain practices and represent a progression in the level of contribution and commitment parents and whānau give to the school. Engagement and progression are, however, dependent on how connected parents and whānau are to their child’s school and how much of a sense of belonging they have.
The study was conducted using an interpretive paradigm to afford richer more detailed descriptions to be gathered from both the senior leaders at three small town and rural schools, and some of the parent and whānau community of each of these schools. A mixed-methods approach was taken to gather and triangulate both qualitative and quantitative data. Qualitative data collected and analysed included semi-structured interviews with senior leaders, descriptive survey submissions from parents and whānau, along with planning and review documents for each school. Quantitative data derived from parents and whānau surveys and represents their preferred methods of engagement with the school statistically.
The study findings indicate that the schools use a range of methods to engage parents and whānau. These include face to face interactions and time-efficient digital communication systems. Some such as an open door policy and parent conferences were reported as effective by leaders and whānau. Furthermore, it was found that there is no one way to engage with all parents and whānau, some liked to participate in events and activities and derived a sense of belonging from this while others simply preferred to gather information and not engage with the school beyond this need. 
Partnerships between parents, whānau and school leaders that were built on respectful relationships and the acknowledgement of difference were said to lead to stronger connections and more productive working relationships, by the senior leaders in all of the schools in the study. These could be said to reflect the use of guiding concepts for living in partnership used by Māori, which the schools in this study were using as foundations in building and sustaining the partnerships with their parents and whānau. The three types of engagement, structured in a progressive framework, also illustrated to school leaders where their parent and whānau community were situated and where they as leaders needed to work further to strengthen and secure both the partnership and to increase engagement.   
Further research as a result of this study could relate to gaining a better understanding of why specific methods of engagement are more acceptable to parents and whānau than others. It could involve looking at the delivery of these methods by senior leaders in more detail, and trialling the three-stage framework on a larger scale and in different contexts, particularly in urban areas where school roll numbers are higher, and communities are less connected.

text: Engaging the parent/whānau community: Methods, benefits, and challenges for senior leaders in small town and rural New Zealand secondary schools Engaging parents and whānau (family) in a respectful partnership that develops strong home-school connections and uses effective methods of engagement has the potential to positively affect student outcomes. However, there are also methods of engagement that can be counterproductive and negatively affect student outcomes. This study presents how senior leaders in small town and rural secondary schools in New Zealand are engaging with their parent and whānau community. The investigation reveals what methods they are using to engage parents and whānau and, how effective they and a small number of parents and whānau consider these are, then outlines some of the benefits and challenges that they face in this process. 
The literature reviewed for this study emphasised the benefits of engagement between parents, whānau and school leaders, along with the essential ingredients necessary for successful home-school partnerships and how senior leaders play a critical role in developing the conditions for schools’ engagement with their parent and whānau community. The consideration of aspects from New Zealand’s political and educational history illuminated possible reasons why parents and whānau of Māori descent struggle to connect with schools, and how concepts which have traditionally guided the way of life for these indigenous people can be and are being used by school leaders to develop strong, respectful enduring partnerships. Research on the rural context and how schools in this type of location manage engagement was also studied and seen as yet another factor that senior leaders need to bear in mind when planning for engagement. Examination of three types of engagement – involvement, empowerment, and solidarity, revealed that each is characterised by certain practices and represent a progression in the level of contribution and commitment parents and whānau give to the school. Engagement and progression are, however, dependent on how connected parents and whānau are to their child’s school and how much of a sense of belonging they have.
The study was conducted using an interpretive paradigm to afford richer more detailed descriptions to be gathered from both the senior leaders at three small town and rural schools, and some of the parent and whānau community of each of these schools. A mixed-methods approach was taken to gather and triangulate both qualitative and quantitative data. Qualitative data collected and analysed included semi-structured interviews with senior leaders, descriptive survey submissions from parents and whānau, along with planning and review documents for each school. Quantitative data derived from parents and whānau surveys and represents their preferred methods of engagement with the school statistically.
The study findings indicate that the schools use a range of methods to engage parents and whānau. These include face to face interactions and time-efficient digital communication systems. Some such as an open door policy and parent conferences were reported as effective by leaders and whānau. Furthermore, it was found that there is no one way to engage with all parents and whānau, some liked to participate in events and activities and derived a sense of belonging from this while others simply preferred to gather information and not engage with the school beyond this need. 
Partnerships between parents, whānau and school leaders that were built on respectful relationships and the acknowledgement of difference were said to lead to stronger connections and more productive working relationships, by the senior leaders in all of the schools in the study. These could be said to reflect the use of guiding concepts for living in partnership used by Māori, which the schools in this study were using as foundations in building and sustaining the partnerships with their parents and whānau. The three types of engagement, structured in a progressive framework, also illustrated to school leaders where their parent and whānau community were situated and where they as leaders needed to work further to strengthen and secure both the partnership and to increase engagement.   
Further research as a result of this study could relate to gaining a better understanding of why specific methods of engagement are more acceptable to parents and whānau than others. It could involve looking at the delivery of these methods by senior leaders in more detail, and trialling the three-stage framework on a larger scale and in different contexts, particularly in urban areas where school roll numbers are higher, and communities are less connected.

year: 2020

title: Exploring Players' Perceptions About Alcohol: The Impact of Alcohol on the Rugby Team Culture.

authors: Kahu-Kauika, Phillip Scott

subjects: Rugby

abstract: New Zealand club rugby has had a strong tradition of alcohol consumption. Research internationally and within New Zealand has presented rugby as a sport where alcohol consumption is prolific and hazardous. This investigation takes on a phenomenological approach in order to explore rugby player’s perceptions about alcohol and the impact that alcohol has on rugby team culture. The research data has been collected using one-off face to face interviews with participants. Participant information established that rugby players consume alcohol frequently throughout the rugby season after matches and trainings. These events serve as antecedents for binge drinking to occur. As a result, rugby player’s behaviour does fluctuate depending on the attitudes and types of people they associate with when drinking alcohol. Finally, the study reveals that rugby players acknowledge the detrimental impact alcohol has on performance but this is often disregarded as players seek to create meaningful friendships and a sense of unity within the team culture.

text: Exploring Players' Perceptions About Alcohol: The Impact of Alcohol on the Rugby Team Culture. New Zealand club rugby has had a strong tradition of alcohol consumption. Research internationally and within New Zealand has presented rugby as a sport where alcohol consumption is prolific and hazardous. This investigation takes on a phenomenological approach in order to explore rugby player’s perceptions about alcohol and the impact that alcohol has on rugby team culture. The research data has been collected using one-off face to face interviews with participants. Participant information established that rugby players consume alcohol frequently throughout the rugby season after matches and trainings. These events serve as antecedents for binge drinking to occur. As a result, rugby player’s behaviour does fluctuate depending on the attitudes and types of people they associate with when drinking alcohol. Finally, the study reveals that rugby players acknowledge the detrimental impact alcohol has on performance but this is often disregarded as players seek to create meaningful friendships and a sense of unity within the team culture.

year: 2011