title: Decoupling equality, diversity, and inclusion from liberal projects: Hailing indigenous contributions to institutional change

authors: Verbos, Amy Klemm

subjects: ethnic minorities

abstract: Purpose - The purpose of this paper is to bring wider-reaching feminism to confluence with relational indigenous values for transformative responses to systemic exclusion. Design/methodology/approach - The authors critique the prevailing (corporate) institutional logic in higher education through their stories and experiences, weaving in diverse feminist perspectives. Liberal feminist perspectives, the most visible gender critique, may merely increase numerical equality, diversifying the biographical characteristics of privilege. Exclusion for many is systemically retained. The authors argue that relational logics underpinning indigenous worldviews hold generative potential for institutional change toward deeper inclusiveness and justice. Findings - Liberal feminists' two-fold transformative aspirations for gender equality and deeper respect for currently marginalized "feminine" values leave room for deeper and wider reflection on how indigenous perspectives might contribute to institutional change. Practical implications - This exploration may be applied to university recruiting, selection, evaluation, and promotion policies; articulating and assessing career competencies and trajectories; curriculum evaluation; organizational and management research; and pedagogical development and research. Social implications - An indigenous critique of liberal feminism and indigenous perspectives on justice, relationality, and inclusivity may enhance social, university, corporate, community, and family life. Originality/value - Interweaving feminist and indigenous insights into a critique of the prevailing corporate institutional logic informing organizational practice - in higher education and all sectors of society, it highlights the generative potential of indigenous contributions and encourages inclusion of diverse indigenous perspectives in organization theory and practice.

text: Decoupling equality, diversity, and inclusion from liberal projects: Hailing indigenous contributions to institutional change Purpose - The purpose of this paper is to bring wider-reaching feminism to confluence with relational indigenous values for transformative responses to systemic exclusion. Design/methodology/approach - The authors critique the prevailing (corporate) institutional logic in higher education through their stories and experiences, weaving in diverse feminist perspectives. Liberal feminist perspectives, the most visible gender critique, may merely increase numerical equality, diversifying the biographical characteristics of privilege. Exclusion for many is systemically retained. The authors argue that relational logics underpinning indigenous worldviews hold generative potential for institutional change toward deeper inclusiveness and justice. Findings - Liberal feminists' two-fold transformative aspirations for gender equality and deeper respect for currently marginalized "feminine" values leave room for deeper and wider reflection on how indigenous perspectives might contribute to institutional change. Practical implications - This exploration may be applied to university recruiting, selection, evaluation, and promotion policies; articulating and assessing career competencies and trajectories; curriculum evaluation; organizational and management research; and pedagogical development and research. Social implications - An indigenous critique of liberal feminism and indigenous perspectives on justice, relationality, and inclusivity may enhance social, university, corporate, community, and family life. Originality/value - Interweaving feminist and indigenous insights into a critique of the prevailing corporate institutional logic informing organizational practice - in higher education and all sectors of society, it highlights the generative potential of indigenous contributions and encourages inclusion of diverse indigenous perspectives in organization theory and practice.

year: 2012

title: International Posture, L2 Motivation, and L2 Proficiency among South Korean Tertiary EFL Learners

authors: Courtney, Matthew Gordon Ray

subjects: International posture

abstract: Today, English is spoken by more non-native speakers than native speakers; current estimates by Graddol (2007) indicate five to one. With this transformation English has become the international language of business and intercultural communication. The emergence of English as Lingua Franca is apparent in Korean society where English plays a defining role in educational, career, social, cultural, and economic domains. Despite such inextricable links the acquisition of English in Korea has not been successful. This study examines the relationship between Korean university students' International Posture or  non-ethnocentric attitude  (Yashima, 2002, p. 57) and their L2 (Second Language) Learning Motivation, and L2 Proficiency in English, first described by Yashima (2002) in her study of Japanese EFL (English as a Foreign Language) tertiary students. The methodology used in this thesis was quantitative as it employed Likert scales in order to elicit students' International Posture, and L2 Motivation, and obtained L2 Proficiency from percentile grades in the TOEIC exam. With the use of path analysis software, AMOS 7, data from 118 university freshman (majoring in English literature) from Hannam University, South Korea were analyzed in order examine the relationship between International Posture, L2 Learning Motivation, and L2 Proficiency among South Korean EFL students. The results indicated a significant and very strong relationship between International Posture and L2 Learning Motivation and a significant and moderate relationship between L2 Learning Motivation and overall L2 Proficiency. The findings of the study conclude that EFL learner motivation can be understood by an agglomeration of integrative and instrumental motivational orientations. The findings in this study also suggest that the tendency for Korean EFL learners to approach, rather than avoid, interaction with people of different cultures is especially important to understanding Korean tertiary level students' attitude, motivation and performance in EFL. These findings could be implemented in the classroom by providing Korean EFL learners with safe and appropriate opportunities to interact with foreigners. Potential areas for further research include longitudinal studies (utilizing both quantitative and qualitative research methodologies) that look into the effect of EFL learner age, gender, and teaching pedagogy on International Posture, L2 Learning Motivation, and L2 Proficiency.

text: International Posture, L2 Motivation, and L2 Proficiency among South Korean Tertiary EFL Learners Today, English is spoken by more non-native speakers than native speakers; current estimates by Graddol (2007) indicate five to one. With this transformation English has become the international language of business and intercultural communication. The emergence of English as Lingua Franca is apparent in Korean society where English plays a defining role in educational, career, social, cultural, and economic domains. Despite such inextricable links the acquisition of English in Korea has not been successful. This study examines the relationship between Korean university students' International Posture or  non-ethnocentric attitude  (Yashima, 2002, p. 57) and their L2 (Second Language) Learning Motivation, and L2 Proficiency in English, first described by Yashima (2002) in her study of Japanese EFL (English as a Foreign Language) tertiary students. The methodology used in this thesis was quantitative as it employed Likert scales in order to elicit students' International Posture, and L2 Motivation, and obtained L2 Proficiency from percentile grades in the TOEIC exam. With the use of path analysis software, AMOS 7, data from 118 university freshman (majoring in English literature) from Hannam University, South Korea were analyzed in order examine the relationship between International Posture, L2 Learning Motivation, and L2 Proficiency among South Korean EFL students. The results indicated a significant and very strong relationship between International Posture and L2 Learning Motivation and a significant and moderate relationship between L2 Learning Motivation and overall L2 Proficiency. The findings of the study conclude that EFL learner motivation can be understood by an agglomeration of integrative and instrumental motivational orientations. The findings in this study also suggest that the tendency for Korean EFL learners to approach, rather than avoid, interaction with people of different cultures is especially important to understanding Korean tertiary level students' attitude, motivation and performance in EFL. These findings could be implemented in the classroom by providing Korean EFL learners with safe and appropriate opportunities to interact with foreigners. Potential areas for further research include longitudinal studies (utilizing both quantitative and qualitative research methodologies) that look into the effect of EFL learner age, gender, and teaching pedagogy on International Posture, L2 Learning Motivation, and L2 Proficiency.

year: 2008

title: The COVID-19 domestic vaccine pass: Implications for Māori

authors: Kukutai, Tahu

abstract: The New Zealand government has introduced a COVID-19 domestic vaccine pass to be used in conjunction with the COVID-19 Protection Framework. The Framework is likely to be activated soon after Cabinet meets on 29 November 2021. The pass will be necessary to access places and events that require proof of vaccination under the Framework.
This brief does not argue for or against the introduction of a domestic vaccine pass, but rather discusses key issues that it raises for Māori, and suggests actions to address them. We see four key issues:
• the lack of Māori involvement, as a Tiriti partner, on either the design or implementation of the COVID-19 domestic vaccine pass;
• disproportionate restriction on Māori mobility due to lower Māori vaccination rates;
• privacy and data security concerns;
• uneven implementation that could increase discrimination against Māori and other groups considered to pose a risk to others’ safety.
To respond to these issues we recommend that the implementation of the pass be designed in partnership with Māori and comply with Māori data sovereignty requirements. As Tiriti partners, Māori should expect that the pass will keep their communities safe, while providing opportunities to enact manaakitanga in the matrix of care, and the mana to manage their own affairs.

text: The COVID-19 domestic vaccine pass: Implications for Māori The New Zealand government has introduced a COVID-19 domestic vaccine pass to be used in conjunction with the COVID-19 Protection Framework. The Framework is likely to be activated soon after Cabinet meets on 29 November 2021. The pass will be necessary to access places and events that require proof of vaccination under the Framework.
This brief does not argue for or against the introduction of a domestic vaccine pass, but rather discusses key issues that it raises for Māori, and suggests actions to address them. We see four key issues:
• the lack of Māori involvement, as a Tiriti partner, on either the design or implementation of the COVID-19 domestic vaccine pass;
• disproportionate restriction on Māori mobility due to lower Māori vaccination rates;
• privacy and data security concerns;
• uneven implementation that could increase discrimination against Māori and other groups considered to pose a risk to others’ safety.
To respond to these issues we recommend that the implementation of the pass be designed in partnership with Māori and comply with Māori data sovereignty requirements. As Tiriti partners, Māori should expect that the pass will keep their communities safe, while providing opportunities to enact manaakitanga in the matrix of care, and the mana to manage their own affairs.

year: 2021-11-30