title: Te whakahaumanu i ngā taonga takatāpui: Belonging and thrivance for takatāpui

authors: Ngātai-Tautuku, Te Aorere

subjects: takatāpui

abstract: This thesis celebrates takatāpui belonging and thrivance; created by, with and for takatāpui. It is carefully crafted with an abundance of love for this community to which I belong. Informed by the overarching conceptual framework of Te Pū o te Rākau (pūrākau) methodology (Lee-Morgan, 2019), this thesis follows pūrākau of how takatāpui and queer Māori identify and express belonging and thrivance. The intention of this study is to privilege the voices and lived experiences of people who have been consistently subject to the systematic dehumanisation of Western research conventions.

In the aftermath of the COVID-19 pandemic in 2020, anti-Māori racism, homophobia and transphobia have risen exponentially in Aotearoa, spurring an increase in aggressive violent attacks on marginalised communities. It is progressively evident that the fundamental right to tino rangatiratanga affirmed by Te Tiriti o Waitangi to express self-determination has failed to be honoured (Came et al., 2024; Mutu, 2011a). Therefore, it is paramount within this rangahau to give power to and centralise the voices of takatāpui as they express their experiences of belonging. 

Drawing upon the springs of mātauranga takatāpui  (re)generated by takatāpui academics, this rangahau is firmly grounded within a takatāpui worldview. Adapted elements from Te Pū o te Rākau methodological framework are implemented in this rangahau to (re)affirm the importance of takatāpui voices and interdependent relationships. Experienced through the ritualistic ceremony of wānanga, informed by Kaupapa Māori tenet - titiro, whakarongo… kōrero – I facilitated a wānanga for a group of kaipūrākau to share their pūrākau at Te Kohinga Mārama marae. Throughout the wānanga the kaipūrākau shared hilarious, heartwarming and painful pūrākau about their lived experiences as Indigenous queer people navigating a settler-colonial Western society and their encounters with belonging. These precious pūrākau are then translated into key themes that communicate the findings of this rangahau, that are described as Whanaungatanga, Tuakiritanga, Mana Motuhake and Te Hari Te Koa.

text: Te whakahaumanu i ngā taonga takatāpui: Belonging and thrivance for takatāpui This thesis celebrates takatāpui belonging and thrivance; created by, with and for takatāpui. It is carefully crafted with an abundance of love for this community to which I belong. Informed by the overarching conceptual framework of Te Pū o te Rākau (pūrākau) methodology (Lee-Morgan, 2019), this thesis follows pūrākau of how takatāpui and queer Māori identify and express belonging and thrivance. The intention of this study is to privilege the voices and lived experiences of people who have been consistently subject to the systematic dehumanisation of Western research conventions.

In the aftermath of the COVID-19 pandemic in 2020, anti-Māori racism, homophobia and transphobia have risen exponentially in Aotearoa, spurring an increase in aggressive violent attacks on marginalised communities. It is progressively evident that the fundamental right to tino rangatiratanga affirmed by Te Tiriti o Waitangi to express self-determination has failed to be honoured (Came et al., 2024; Mutu, 2011a). Therefore, it is paramount within this rangahau to give power to and centralise the voices of takatāpui as they express their experiences of belonging. 

Drawing upon the springs of mātauranga takatāpui  (re)generated by takatāpui academics, this rangahau is firmly grounded within a takatāpui worldview. Adapted elements from Te Pū o te Rākau methodological framework are implemented in this rangahau to (re)affirm the importance of takatāpui voices and interdependent relationships. Experienced through the ritualistic ceremony of wānanga, informed by Kaupapa Māori tenet - titiro, whakarongo… kōrero – I facilitated a wānanga for a group of kaipūrākau to share their pūrākau at Te Kohinga Mārama marae. Throughout the wānanga the kaipūrākau shared hilarious, heartwarming and painful pūrākau about their lived experiences as Indigenous queer people navigating a settler-colonial Western society and their encounters with belonging. These precious pūrākau are then translated into key themes that communicate the findings of this rangahau, that are described as Whanaungatanga, Tuakiritanga, Mana Motuhake and Te Hari Te Koa.

year: 2025-06-19

title: Using inclusive research with participants with learning (intellectual) disability to better inform adult literacy policies in Aotearoa New Zealand

authors: Newcombe, Nicolina

abstract: Western ideas about disability and literacy were developed in tandem during the Industrial Revolution and subsequently brought to Aotearoa New Zealand via colonisation. These ideas inform and reinforce educator attitudes, which are the leading factor impeding adults with learning [intellectual] disability from their educational pathways of choice. People without learning disability need to hear the voices of people with learning disability to counteract these attitudes and move towards transformational equality.

There is a paucity of information about the access to and accessibility of adult literacy education for people with learning disability in Aotearoa New Zealand. However, anecdotal evidence reports their exclusion, even from foundational adult learning. There was a gap in knowledge where collaborative research that conveys the experiences of adults with learning disability was needed to gain greater insight to these issues in our bicultural context. My original contribution to knowledge is to present the voices of adults with learning disability as they discuss and demonstrate their literacy practices, and to use their perspectives to make recommendations for adult literacy policies in Aotearoa New Zealand.

I undertook a thematic analysis of current adult literacy policies in Aotearoa New Zealand and found that they target “most” adult learners, while positioning disabled people as needing specialised, and by inference optional to provide, education and resources. These policies also prescribe a linear and progressive andragogy that may not meet the needs of all adults with learning disability, while measuring literacy skills in a way that does not foreground their strengths or value their purposes for engagement.

Then, I conducted Inclusive Participatory Action Research with five adults with learning disability to gather information about their literacy practices and perspectives. Participants in this research decided to call themselves the Passioners. We met for 10 research meetings, preceded by at least two home visits, and interspersed by reflective meetings with individual participants. All research information was presented in easy read and key information was distributed audiovisually.

The Passioners added value to this research by providing unique opportunities that are only available through doing inclusive research with them, prompting research improvements, innovation, and my efforts towards acculturation in their worlds. I evaluated my inclusive approach in this research to learn more about how people with learning disability do research as people with learning disability, and what dispositions, resources, and skills people without learning disability need to do research with them.

Using reflexive thematic analysis, I constructed six themes from our research meetings data: learning disability cultural literacies, Māori (Indigenous peoples of Aotearoa New Zealand) cultural literacies, Pākehā (New Zealanders of European descent) cultural literacies, encoding, decoding, and social media, which extends the narrow definition of literacy in our adult literacy policies. These findings, and those from my policy analysis, were used to inform policy recommendations. Policy recommendations in this research may support implementation of the United Nations Convention on the Rights of Persons with Disabilities, particularly access to lifelong learning on an equal basis with others.

text: Using inclusive research with participants with learning (intellectual) disability to better inform adult literacy policies in Aotearoa New Zealand Western ideas about disability and literacy were developed in tandem during the Industrial Revolution and subsequently brought to Aotearoa New Zealand via colonisation. These ideas inform and reinforce educator attitudes, which are the leading factor impeding adults with learning [intellectual] disability from their educational pathways of choice. People without learning disability need to hear the voices of people with learning disability to counteract these attitudes and move towards transformational equality.

There is a paucity of information about the access to and accessibility of adult literacy education for people with learning disability in Aotearoa New Zealand. However, anecdotal evidence reports their exclusion, even from foundational adult learning. There was a gap in knowledge where collaborative research that conveys the experiences of adults with learning disability was needed to gain greater insight to these issues in our bicultural context. My original contribution to knowledge is to present the voices of adults with learning disability as they discuss and demonstrate their literacy practices, and to use their perspectives to make recommendations for adult literacy policies in Aotearoa New Zealand.

I undertook a thematic analysis of current adult literacy policies in Aotearoa New Zealand and found that they target “most” adult learners, while positioning disabled people as needing specialised, and by inference optional to provide, education and resources. These policies also prescribe a linear and progressive andragogy that may not meet the needs of all adults with learning disability, while measuring literacy skills in a way that does not foreground their strengths or value their purposes for engagement.

Then, I conducted Inclusive Participatory Action Research with five adults with learning disability to gather information about their literacy practices and perspectives. Participants in this research decided to call themselves the Passioners. We met for 10 research meetings, preceded by at least two home visits, and interspersed by reflective meetings with individual participants. All research information was presented in easy read and key information was distributed audiovisually.

The Passioners added value to this research by providing unique opportunities that are only available through doing inclusive research with them, prompting research improvements, innovation, and my efforts towards acculturation in their worlds. I evaluated my inclusive approach in this research to learn more about how people with learning disability do research as people with learning disability, and what dispositions, resources, and skills people without learning disability need to do research with them.

Using reflexive thematic analysis, I constructed six themes from our research meetings data: learning disability cultural literacies, Māori (Indigenous peoples of Aotearoa New Zealand) cultural literacies, Pākehā (New Zealanders of European descent) cultural literacies, encoding, decoding, and social media, which extends the narrow definition of literacy in our adult literacy policies. These findings, and those from my policy analysis, were used to inform policy recommendations. Policy recommendations in this research may support implementation of the United Nations Convention on the Rights of Persons with Disabilities, particularly access to lifelong learning on an equal basis with others.

year: 2024-09

title: Corporate Social Responsibility Indexes: Measure for Measure

authors: Timperley, Stephen

subjects: CSR

abstract: This thesis investigates criteria used by research agencies that publish ratings of business organisations in respect of their corporate social responsibility (CSR) performance and the relationship of these criteria to underlying ethical principles.  

Companies are rated according to CSR criteria.  Observation of different rating agencies' results for the same, or similar organisations, shows a significant variation in results.  Variations in rating must result either from different criteria being applied or from criteria addressing similar topics being assessed in a different way.  Criteria from different rating agencies are found to be comparable.  Thus if rating criteria are derived from an ethical view of the responsibilities of business organisations, then inconsistent results may be explained by variations in the ethical basis of corporate social responsibility used by agencies.

Subject companies are rated under broad categories such as corporate governance, human rights and the environment.  These categories contain specific criteria.  My investigation compares the criteria used by major rating agencies and identifies the ethical basis, if any, that can be attributed to each criterion.

The study finds that there are clearly identifiable links between a number of criteria used by each rating agency and the ethical theories selected for evaluation.  Further, there is sufficient difference between the agencies to characterise each in relation to one or more of the ethical theories selected.  There is inconsistency, however, within each agency's basis of principles as well as between agencies, which indicates an unsatisfactory lack of explicit relationship between the general, and reasonably consistent, definition of corporate social responsibility and application of coherent ethical principles.

In practical terms around 10% of all investments in the United States, representing 2.3 trillion dollars, are invested in ethical or screened funds that rely on these and similar rating agencies results to determine CSR performance of firms.  The large variation in results demonstrated in my thesis suggests that very significant financial decisions are based, at least in part, on inconsistent data.   I suggest in my conclusion that if agencies were to consider, justify and clearly state the ethical basis from which their criteria derive, then investment managers and their clients could be more certain that their CSR principles were being upheld.

text: Corporate Social Responsibility Indexes: Measure for Measure This thesis investigates criteria used by research agencies that publish ratings of business organisations in respect of their corporate social responsibility (CSR) performance and the relationship of these criteria to underlying ethical principles.  

Companies are rated according to CSR criteria.  Observation of different rating agencies' results for the same, or similar organisations, shows a significant variation in results.  Variations in rating must result either from different criteria being applied or from criteria addressing similar topics being assessed in a different way.  Criteria from different rating agencies are found to be comparable.  Thus if rating criteria are derived from an ethical view of the responsibilities of business organisations, then inconsistent results may be explained by variations in the ethical basis of corporate social responsibility used by agencies.

Subject companies are rated under broad categories such as corporate governance, human rights and the environment.  These categories contain specific criteria.  My investigation compares the criteria used by major rating agencies and identifies the ethical basis, if any, that can be attributed to each criterion.

The study finds that there are clearly identifiable links between a number of criteria used by each rating agency and the ethical theories selected for evaluation.  Further, there is sufficient difference between the agencies to characterise each in relation to one or more of the ethical theories selected.  There is inconsistency, however, within each agency's basis of principles as well as between agencies, which indicates an unsatisfactory lack of explicit relationship between the general, and reasonably consistent, definition of corporate social responsibility and application of coherent ethical principles.

In practical terms around 10% of all investments in the United States, representing 2.3 trillion dollars, are invested in ethical or screened funds that rely on these and similar rating agencies results to determine CSR performance of firms.  The large variation in results demonstrated in my thesis suggests that very significant financial decisions are based, at least in part, on inconsistent data.   I suggest in my conclusion that if agencies were to consider, justify and clearly state the ethical basis from which their criteria derive, then investment managers and their clients could be more certain that their CSR principles were being upheld.

year: 2008