title: A paradox in action? A critical analysis of an appreciative inquiry

authors: Grant, Suzanne Lisa Parker

subjects: Appreciative inquiry

abstract: A journey comprised of three paths is the metaphor through which I
i)	reflect and report on my involvement with four New Zealand primary school Boards of Trustees (BOTs) investigating the emancipatory potential that applications of information and communication technologies (ICTs) may have on their governance processes,
ii)	analyse appreciative inquiry through application(s) of critical theory, with specific reference to the investigation above so as to deepen understanding of the research method, and
iii)	reflect on my personal development, as achieved through my engagement with participants and the research process. 	

Stemming from an interest in improving school governance I was keen to identify current use of ICTs by BOTs and to work with them to identify potential applications. Appreciative inquiry with its focus on enhancing existing positive organisational attributes seemed to provide an appropriate structure for my investigation. At the back of my mind however, a concern was formulating: Does this method of research deliver the benefits the literature espouses? What influence would the positive orientation have on the research process and on the power dynamics within the research environment? Complementary streams of critical thinking and reflexivity were invoked to assist my analysis.

Applications of ICTs which may appear 'helpful' to BOT governance processes are identified in this report. However, uncritical uptake of these applications may not necessarily be consistent with the emancipatory intentions I aspire to. Framed within Habermas' theory of communicative action, the potential colonisation of the BOT lifeworld by the system is considered. Domesticating influences may potentially constrain democratic processes at local school and societal levels.

The participatory action research process undertaken facilitated a deepened understanding of governance for all involved. Identification of time and funding constraints indicates BOTs may be prevented from reaching their true potential. Attempts to enhance governance through additional applications of ICTs will be of minimal effect unless efforts are made to better understand and resource the governance efforts of Trustees. Purported empowerment of the community as mandated in the Education Act 1989 comes with a heavy cost, for schools and individuals. Care must be taken to ensure that 'efficiency' gains are not made at the expense of democratic processes. 

Critical analysis of appreciative inquiry as a research method highlights the influences of power and language use within the research process. Appreciative inquiry should be seen as a process for, rather than a master of change. The contribution of appreciative inquiry to organisational and personal transformation may be drawn from the ontological basis of the approach rather than from the technicalities of a specific form of implementation. I suggest the focus on what is 'good' be made more complex, to recognise that appreciation may also mean 'to know, to be conscious of, to take full and sufficient account of'. Application of an enhanced definition of appreciation has deepened my understanding of not only the situation under investigation but also the research process itself. Through my enhanced concept of 'appreciation' embedded and sometimes obscured influences were highlighted, better understood, and at times transformed to serve the emancipatory aspirations of participants.

In keeping with the reflexivity mandated by my commitment to critical theory and action research, I applied this enhanced definition of appreciation to my personal development during my engagement with participants and the research process. My struggles to apply my chosen social constructionist and critical theory lenses to this work are evident in my attempts to work with the largely functionalist literature in this field and the influence of my undergraduate education. Recognising the theoretical and personal developments I gained as I travelled the three paths of my PhD journey, the scene is now set for me to challenge the predominance of functionalist, mechanistic metaphors which dominate organisational literature. In doing so, I seek an alternative approach to understanding organisational activity; and a new vocabulary through which I might extend my understanding, and negotiate new and emancipatory meaning(s) with others.

text: A paradox in action? A critical analysis of an appreciative inquiry A journey comprised of three paths is the metaphor through which I
i)	reflect and report on my involvement with four New Zealand primary school Boards of Trustees (BOTs) investigating the emancipatory potential that applications of information and communication technologies (ICTs) may have on their governance processes,
ii)	analyse appreciative inquiry through application(s) of critical theory, with specific reference to the investigation above so as to deepen understanding of the research method, and
iii)	reflect on my personal development, as achieved through my engagement with participants and the research process. 	

Stemming from an interest in improving school governance I was keen to identify current use of ICTs by BOTs and to work with them to identify potential applications. Appreciative inquiry with its focus on enhancing existing positive organisational attributes seemed to provide an appropriate structure for my investigation. At the back of my mind however, a concern was formulating: Does this method of research deliver the benefits the literature espouses? What influence would the positive orientation have on the research process and on the power dynamics within the research environment? Complementary streams of critical thinking and reflexivity were invoked to assist my analysis.

Applications of ICTs which may appear 'helpful' to BOT governance processes are identified in this report. However, uncritical uptake of these applications may not necessarily be consistent with the emancipatory intentions I aspire to. Framed within Habermas' theory of communicative action, the potential colonisation of the BOT lifeworld by the system is considered. Domesticating influences may potentially constrain democratic processes at local school and societal levels.

The participatory action research process undertaken facilitated a deepened understanding of governance for all involved. Identification of time and funding constraints indicates BOTs may be prevented from reaching their true potential. Attempts to enhance governance through additional applications of ICTs will be of minimal effect unless efforts are made to better understand and resource the governance efforts of Trustees. Purported empowerment of the community as mandated in the Education Act 1989 comes with a heavy cost, for schools and individuals. Care must be taken to ensure that 'efficiency' gains are not made at the expense of democratic processes. 

Critical analysis of appreciative inquiry as a research method highlights the influences of power and language use within the research process. Appreciative inquiry should be seen as a process for, rather than a master of change. The contribution of appreciative inquiry to organisational and personal transformation may be drawn from the ontological basis of the approach rather than from the technicalities of a specific form of implementation. I suggest the focus on what is 'good' be made more complex, to recognise that appreciation may also mean 'to know, to be conscious of, to take full and sufficient account of'. Application of an enhanced definition of appreciation has deepened my understanding of not only the situation under investigation but also the research process itself. Through my enhanced concept of 'appreciation' embedded and sometimes obscured influences were highlighted, better understood, and at times transformed to serve the emancipatory aspirations of participants.

In keeping with the reflexivity mandated by my commitment to critical theory and action research, I applied this enhanced definition of appreciation to my personal development during my engagement with participants and the research process. My struggles to apply my chosen social constructionist and critical theory lenses to this work are evident in my attempts to work with the largely functionalist literature in this field and the influence of my undergraduate education. Recognising the theoretical and personal developments I gained as I travelled the three paths of my PhD journey, the scene is now set for me to challenge the predominance of functionalist, mechanistic metaphors which dominate organisational literature. In doing so, I seek an alternative approach to understanding organisational activity; and a new vocabulary through which I might extend my understanding, and negotiate new and emancipatory meaning(s) with others.

year: 2006

title: (U–Th)/He chronology of the Robe River channel iron deposits, Hamersley Province, Western Australia

authors: Danišík, Martin

subjects: (U–Th)/He dating

abstract: There have been some news releases claiming that Professor Henle in Germany has found the chemical identity of UMF, and that in future chemical analysis will be used instead of assays of antibacterial activity to indicate the level of UMF in manuka honey. Both of these claims are misleading. Because the level of active substance in manuka honey is an unreliable indication of the level of antibacterial activity and can be very misleading, it is hard to see any commercial advantage for it to be used to indicate antibacterial activity other than if someone wanted to fool the consumer into thinking that the higher numbers are giving them a level of antibacterial activity that is far higher than they are really getting.

text: (U–Th)/He chronology of the Robe River channel iron deposits, Hamersley Province, Western Australia There have been some news releases claiming that Professor Henle in Germany has found the chemical identity of UMF, and that in future chemical analysis will be used instead of assays of antibacterial activity to indicate the level of UMF in manuka honey. Both of these claims are misleading. Because the level of active substance in manuka honey is an unreliable indication of the level of antibacterial activity and can be very misleading, it is hard to see any commercial advantage for it to be used to indicate antibacterial activity other than if someone wanted to fool the consumer into thinking that the higher numbers are giving them a level of antibacterial activity that is far higher than they are really getting.

year: 2013

title: Wāhine Māori engagement with literacies

authors: Masters-Awatere, Bridgette

subjects: Literacy

abstract: Wāhine Māori engagement with literacies (2023) is a case study report in collaboration with Te Whakaruruhau. It has been undertaken as part of a larger project, The expression, experience and transcendence of low skills in Aotearoa New Zealand (2019–2024), the aim of which is to provide policy recommendations to improve life-course trajectories and socio-economic outcomes for adults with low literacy and numeracy skills in Aotearoa New Zealand. Broadly speaking, Wāhine Māori engagement with literacy examines the framing and application of literacy measures in contemporary New Zealand culture. More specifically, it is about the lives and learning of wāhine (women) Māori (the indigenous peoples of Aotearoa New Zealand) within that culture and their attitudes towards, and complex relationships with, literacy as it is defined in their own lives and in the current setting. The study aims for a holistic understanding of lived literacies in driving the development of educational policies by public institutions and private groups. Reframing literacy as literacies is posited as a means to empower marginalised groups and to challenge the dominance of the Eurocentric education paradigm. Formal learning in English-language schools cannot be the extent of national literacy standards as it disregards Māori epistemological and ontological realities and can discount wāhine, many of whom may prioritise other modes of literacy. Centring their perspectives will bring about a more culturally inclusive future, one that makes space for the development of emotional and cultural literacies—as well as other forms such as digital, media, visual, financial, and health literacies—alongside the conventional version of literacy that has a monopoly in the present system.

text: Wāhine Māori engagement with literacies Wāhine Māori engagement with literacies (2023) is a case study report in collaboration with Te Whakaruruhau. It has been undertaken as part of a larger project, The expression, experience and transcendence of low skills in Aotearoa New Zealand (2019–2024), the aim of which is to provide policy recommendations to improve life-course trajectories and socio-economic outcomes for adults with low literacy and numeracy skills in Aotearoa New Zealand. Broadly speaking, Wāhine Māori engagement with literacy examines the framing and application of literacy measures in contemporary New Zealand culture. More specifically, it is about the lives and learning of wāhine (women) Māori (the indigenous peoples of Aotearoa New Zealand) within that culture and their attitudes towards, and complex relationships with, literacy as it is defined in their own lives and in the current setting. The study aims for a holistic understanding of lived literacies in driving the development of educational policies by public institutions and private groups. Reframing literacy as literacies is posited as a means to empower marginalised groups and to challenge the dominance of the Eurocentric education paradigm. Formal learning in English-language schools cannot be the extent of national literacy standards as it disregards Māori epistemological and ontological realities and can discount wāhine, many of whom may prioritise other modes of literacy. Centring their perspectives will bring about a more culturally inclusive future, one that makes space for the development of emotional and cultural literacies—as well as other forms such as digital, media, visual, financial, and health literacies—alongside the conventional version of literacy that has a monopoly in the present system.

year: 2023-09-28