title: Giving Voice Versus Gatekeeping: Negotiating Complexities in Research Collaborations

authors: Curtis, Cate

subjects: Social Sciences

abstract: This paper explores the potential for conflict within research collaborations with particular regard to the ethical principle of respect (as described in the Belmont Report) that individuals should be treated as autonomous agents yet those with diminished autonomy must be protected. In conducting research with young women on risk and resilience, including sensitive topics such as self-harm and sexual abuse, a number of challenges have arisen. These include access, recruitment, the development of trust, and managing potential vulnerability. At the same time, participants frequently report benefits from participation, even when distress is experienced. Although collaborating with service providers with which potential research participants engage may reduce some of these difficulties, other tensions frequently arise. Further, research on sensitive topics and/or with vulnerable people poses specific ethical difficulties. These include tensions between researcher and participant needs, such as conveying the possibility of distress while not discouraging participation and staying within the confines of the research topic (as described to ethics review boards and funders) versus allowing participants to influence the direction of the research. Service providers are often cognisant of some of these possible issues and may take on a gatekeeper role through a desire to protect their clients. In so doing, the autonomy of potential participants is diminished. Thus, the development of trusting relationships on the part of both collaborating services and participants is key to the opening of research spaces. The challenges of complex and competing needs in research collaborations will be examined.

text: Giving Voice Versus Gatekeeping: Negotiating Complexities in Research Collaborations This paper explores the potential for conflict within research collaborations with particular regard to the ethical principle of respect (as described in the Belmont Report) that individuals should be treated as autonomous agents yet those with diminished autonomy must be protected. In conducting research with young women on risk and resilience, including sensitive topics such as self-harm and sexual abuse, a number of challenges have arisen. These include access, recruitment, the development of trust, and managing potential vulnerability. At the same time, participants frequently report benefits from participation, even when distress is experienced. Although collaborating with service providers with which potential research participants engage may reduce some of these difficulties, other tensions frequently arise. Further, research on sensitive topics and/or with vulnerable people poses specific ethical difficulties. These include tensions between researcher and participant needs, such as conveying the possibility of distress while not discouraging participation and staying within the confines of the research topic (as described to ethics review boards and funders) versus allowing participants to influence the direction of the research. Service providers are often cognisant of some of these possible issues and may take on a gatekeeper role through a desire to protect their clients. In so doing, the autonomy of potential participants is diminished. Thus, the development of trusting relationships on the part of both collaborating services and participants is key to the opening of research spaces. The challenges of complex and competing needs in research collaborations will be examined.

year: 2016

title: Technology education in New Zealand

authors: Forret, Michael

abstract: Technology is one of the seven essential learning areas included to achieve the knowledge and understanding that all New Zealanders need to acquire (Ministry of Education, 1993). Responsibility for the implementation of these curricula rests with schools which have flexibility in making implementation decisions. Within the national curriculum framework, all curriculum statements must reflect the principles of the national curriculum framework, specify clear learning outcomes against which students’ achievements can be assessed, have learning outcomes or objectives defined over eight progressive levels, and be grouped in a number of strands. The national curriculum framework’s principles relate to learning and achievement, development of school programs, and aspects of social justice and equity.

text: Technology education in New Zealand Technology is one of the seven essential learning areas included to achieve the knowledge and understanding that all New Zealanders need to acquire (Ministry of Education, 1993). Responsibility for the implementation of these curricula rests with schools which have flexibility in making implementation decisions. Within the national curriculum framework, all curriculum statements must reflect the principles of the national curriculum framework, specify clear learning outcomes against which students’ achievements can be assessed, have learning outcomes or objectives defined over eight progressive levels, and be grouped in a number of strands. The national curriculum framework’s principles relate to learning and achievement, development of school programs, and aspects of social justice and equity.

year: 2002

title: The Māori female - her body, spirituality, sacredness and mana : a space within spaces

authors: August, Wikitoria

subjects: Body image in women

abstract: This thesis is an exploration of bodily rituals, practices and cultural spaces of the female Māori body. Critical social theories and Kaupapa Māori research paradigms are combined to disrupt and challenge hegemonic Western knowledges. Qualitative methods - interviews, focus groups and autobiographical experience - are used to understand bodily practices that pertain to being Māori and female. There are three points to my discussion. I argue first, that the embodied relationship between Māori women and urupā and food gathering spaces rests on notions of Papatūānuku and female reproduction. During menstruation or pregnancy most women are restricted from urupā. Many participants, however, view this tikanga positively and describe it as making them feel special. Second, I examine the ways in which Māori female bodies are colonised and positioned between Western patriarchal and traditional ways of being. Due to various reasons surrounding colonisation, there are gaps in younger generations' Māori knowledge and this has led to tensions about which space to occupy. Finally, I discuss mana and conclude by asserting that the Māori female body has not lost individual mana, despite the efforts of colonisation to take mana away from Māori women. Throughout this research I offer cultural perspectives in order to prompt new ways of thinking about the Māori female body. 

The views expressed in this thesis are not the views of all Māori. Practices, tikanga and knowledges vary between different iwi, hapū and rohe.

text: The Māori female - her body, spirituality, sacredness and mana : a space within spaces This thesis is an exploration of bodily rituals, practices and cultural spaces of the female Māori body. Critical social theories and Kaupapa Māori research paradigms are combined to disrupt and challenge hegemonic Western knowledges. Qualitative methods - interviews, focus groups and autobiographical experience - are used to understand bodily practices that pertain to being Māori and female. There are three points to my discussion. I argue first, that the embodied relationship between Māori women and urupā and food gathering spaces rests on notions of Papatūānuku and female reproduction. During menstruation or pregnancy most women are restricted from urupā. Many participants, however, view this tikanga positively and describe it as making them feel special. Second, I examine the ways in which Māori female bodies are colonised and positioned between Western patriarchal and traditional ways of being. Due to various reasons surrounding colonisation, there are gaps in younger generations' Māori knowledge and this has led to tensions about which space to occupy. Finally, I discuss mana and conclude by asserting that the Māori female body has not lost individual mana, despite the efforts of colonisation to take mana away from Māori women. Throughout this research I offer cultural perspectives in order to prompt new ways of thinking about the Māori female body. 

The views expressed in this thesis are not the views of all Māori. Practices, tikanga and knowledges vary between different iwi, hapū and rohe.

year: 2004