title: In search of well-being in the workplace: Exploring the emancipatory potential of participatory action research

authors: Twiname, Linda J.

abstract: The co-optation of employee empowerment discourses by organisations seeking to maximise performance have been argued to contribute to the intensification of control rather than enhancing real employee participation in employment decisions. I challenge the inevitability of such co-option and set out to achieve genuine participation and empowerment. 
Through a participatory action research (PAR) programme in a medium-sized, internationally-owned manufacturing firm located in New Zealand, employees and I sought to transform aspects of their workplace lives that they believed would enhance their well-being. The participants and I generated PAR processes that attempted to reflect a Habermasian notion of communicative action. In communicative action Habermas calls for commitment to trustworthy engagement in the achievement of a just society by striving towards ideal speech acts. An uncritical approach to these purportedly empowering processes might contribute to the exacerbation of exploitative processes, the value of participant 'doubt' in analytic processes is consequently discussed. I assess PAR' s potential to assist participants to identify and address management attempts to control through instrumental action and its ability to assist participants to engage in emancipatory actions toward communicative action. 
In keeping with the emancipatory aspirations of critical theorists, I committed to an 'affirmative agenda' through which we sought to transform the firm's processes toward more employee inclusiveness in decision making. This transformation required a challenge to the embedded and obfuscating discourses of unitarism that deflect attention from the unequal power relations endemic in contemporary capitalism and the strengthening of processes that respect and reconcile fairly the pluralist interests that are the focus of critical theory. The various projects in the programme were intended as a forum through which different groups within the firm might transform the hegemonic forces acting upon them in order to contribute more equally to decisions that influenced their lives. 
Through the projects we were able to achieve some specific changes participants believed would improve their workplace well-being. The research process proved to be a useful method of enquiry and change. The processes we experienced did shine light on hegemony for some of the participants and for myself. We did not, however, arrive at the level of mutual trust, sincerity and legitimacy that I had hoped for. Habermas speaks of movement towards the ideal. In this thesis I offer hope for such movement towards workplace practices that enhance employee well-being and through which the wealth creation potential of enterprise may serve all humanity well.

text: In search of well-being in the workplace: Exploring the emancipatory potential of participatory action research The co-optation of employee empowerment discourses by organisations seeking to maximise performance have been argued to contribute to the intensification of control rather than enhancing real employee participation in employment decisions. I challenge the inevitability of such co-option and set out to achieve genuine participation and empowerment. 
Through a participatory action research (PAR) programme in a medium-sized, internationally-owned manufacturing firm located in New Zealand, employees and I sought to transform aspects of their workplace lives that they believed would enhance their well-being. The participants and I generated PAR processes that attempted to reflect a Habermasian notion of communicative action. In communicative action Habermas calls for commitment to trustworthy engagement in the achievement of a just society by striving towards ideal speech acts. An uncritical approach to these purportedly empowering processes might contribute to the exacerbation of exploitative processes, the value of participant 'doubt' in analytic processes is consequently discussed. I assess PAR' s potential to assist participants to identify and address management attempts to control through instrumental action and its ability to assist participants to engage in emancipatory actions toward communicative action. 
In keeping with the emancipatory aspirations of critical theorists, I committed to an 'affirmative agenda' through which we sought to transform the firm's processes toward more employee inclusiveness in decision making. This transformation required a challenge to the embedded and obfuscating discourses of unitarism that deflect attention from the unequal power relations endemic in contemporary capitalism and the strengthening of processes that respect and reconcile fairly the pluralist interests that are the focus of critical theory. The various projects in the programme were intended as a forum through which different groups within the firm might transform the hegemonic forces acting upon them in order to contribute more equally to decisions that influenced their lives. 
Through the projects we were able to achieve some specific changes participants believed would improve their workplace well-being. The research process proved to be a useful method of enquiry and change. The processes we experienced did shine light on hegemony for some of the participants and for myself. We did not, however, arrive at the level of mutual trust, sincerity and legitimacy that I had hoped for. Habermas speaks of movement towards the ideal. In this thesis I offer hope for such movement towards workplace practices that enhance employee well-being and through which the wealth creation potential of enterprise may serve all humanity well.

year: 2005

title: Exemplary teachers' approaches to supporting vocabulary development during shared reading

authors: Oliver, John-Paul

subjects: shared reading

abstract: An analysis of recent PIRLS (Progress in International Reading Literacy Study) data has shown that a group of New Zealand children are struggling to learn to read well. Vocabulary knowledge supports reading in a number of ways and research shows that reading to children and discussing texts with them helps support the development of vocabulary knowledge. This study sought to examine how four exemplary teachers of junior classes in two primary schools went about supporting the vocabulary development of their students during shared reading. The teachers completed a questionnaire and were then observed undertaking 30 shared reading lessons. They were then interviewed about their perceptions regarding vocabulary support during shared reading. Results showed that on average these teachers committed over 20% of their shared reading sessions to vocabulary development during shared reading, although there was some variation between teachers. These teachers supported their students learning of word meanings via a balanced range of avenues for acquiring vocabulary and used a rich and varied range of instructional methods to convey and secure vocabulary knowledge during shared reading. The teachers indicated that they believed that shared reading was an important context for providing support for vocabulary and that providing support for vocabulary in a balanced range of ways was important. Results are discussed in relation to recent literature pertaining to vocabulary acquisition and supporting the vocabulary development of children while reading to them.

text: Exemplary teachers' approaches to supporting vocabulary development during shared reading An analysis of recent PIRLS (Progress in International Reading Literacy Study) data has shown that a group of New Zealand children are struggling to learn to read well. Vocabulary knowledge supports reading in a number of ways and research shows that reading to children and discussing texts with them helps support the development of vocabulary knowledge. This study sought to examine how four exemplary teachers of junior classes in two primary schools went about supporting the vocabulary development of their students during shared reading. The teachers completed a questionnaire and were then observed undertaking 30 shared reading lessons. They were then interviewed about their perceptions regarding vocabulary support during shared reading. Results showed that on average these teachers committed over 20% of their shared reading sessions to vocabulary development during shared reading, although there was some variation between teachers. These teachers supported their students learning of word meanings via a balanced range of avenues for acquiring vocabulary and used a rich and varied range of instructional methods to convey and secure vocabulary knowledge during shared reading. The teachers indicated that they believed that shared reading was an important context for providing support for vocabulary and that providing support for vocabulary in a balanced range of ways was important. Results are discussed in relation to recent literature pertaining to vocabulary acquisition and supporting the vocabulary development of children while reading to them.

year: 2014

title: Tihei Mauri Ora: A Māori response to health disparities

authors: Waitoa, Alieta Jei

subjects: Maori

abstract: Māori bear a disproportionate burden of health problems which, in concert with other factors (e.g. poor housing, low socio-economic status and low education attainment), contribute to and maintain low health status. It is noted that there have been multiple attempts to reduce health inequities – however, such attempts have been largely unsuccessful. Barriers to success include government reticence, restrictions on Māori participation in determining health directions/solutions, current contract paradigms and a reluctance to engage in meaningful partnerships with Māori. Those barriers occur within a cultural framework which defines (and therefore prioritises) the health of an individual over the needs of the collective.

The hypothesis of this research is that Māori health disparities are best addressed via the development and delivery of Māori health models by services which are oriented to kaupapa Māori principles. Utilising a case study approach, this thesis looks at the outcomes generated when a kaupapa Māori service applies key Māori principles to health service delivery. The case study, in tandem with focus group interviews identifies the key elements necessary to developing services which are responsive to the needs of Māori.

This study identified the importance of promoting change (and ultimately improve Māori health status) that encompasses the formation of a framework which considers collective benefit over individualism, encompasses Māori values, acknowledges and accepts Māoricentric clinical interventions. In addition, the thesis asserts that Māori health status will improve once Māori are active participants rather than recipients of health services.

text: Tihei Mauri Ora: A Māori response to health disparities Māori bear a disproportionate burden of health problems which, in concert with other factors (e.g. poor housing, low socio-economic status and low education attainment), contribute to and maintain low health status. It is noted that there have been multiple attempts to reduce health inequities – however, such attempts have been largely unsuccessful. Barriers to success include government reticence, restrictions on Māori participation in determining health directions/solutions, current contract paradigms and a reluctance to engage in meaningful partnerships with Māori. Those barriers occur within a cultural framework which defines (and therefore prioritises) the health of an individual over the needs of the collective.

The hypothesis of this research is that Māori health disparities are best addressed via the development and delivery of Māori health models by services which are oriented to kaupapa Māori principles. Utilising a case study approach, this thesis looks at the outcomes generated when a kaupapa Māori service applies key Māori principles to health service delivery. The case study, in tandem with focus group interviews identifies the key elements necessary to developing services which are responsive to the needs of Māori.

This study identified the importance of promoting change (and ultimately improve Māori health status) that encompasses the formation of a framework which considers collective benefit over individualism, encompasses Māori values, acknowledges and accepts Māoricentric clinical interventions. In addition, the thesis asserts that Māori health status will improve once Māori are active participants rather than recipients of health services.

year: 2014