ResearchOnline@ND (University of Notre Dame)
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Economic Re-colonisation: Reflections on the New Zealand Treaty of Waitangi Settlement Process and the Epistemic Violence of Resolution
No full textThe 1998 Ngai Tahu-Crown Te Tiriti o Waitangi-Treaty of Waitangi settlement represents a long battle for justice concerning Te Waipounamu (South Island) of Aotearoa, New Zealand.
We focus on the resolution practices of the New Zealand Government and the impacts of financialising historic harm as economic techniques dominate the articulation of resolution. The paper challenges three main ideas. First, it illustrates a logical impossibility in a process of ‘resolution’ determined by the Crown. Second, it challenges the financialisation rhetoric applied in ‘resolving’ harm caused. Third, it challenges the imposition of economic control in requiring Ngai Tahu to establish a corporate structure to be eligible to receive settlement.
These three elements constitute ‘economic recolonisation’ by denying alternative approaches to resolution and knowledge and consequently, the rhetoric of resolution constitutes ‘epistemic violence’
‘Leading Research from a remote community-based perspective’
No full textIn an ideal world, Aboriginal and Torres Strait Islander people are those best positioned to undertake research with Indigenous Australians, whether in rural, remote or urban community contexts. While this is not always possible, it is important that research projects should at least be designed and conducted in collaboration with Aboriginal and Torres Strait Islander people. This is to the advantage of all stakeholders, including universities and organisations that have a vested interest in envisioning a better future for Indigenous Australians. To this end, Community-based researchers play a pivotal role in working with organisations to initiate, lead and implement research projects. This includes planning, designing and delivering research. By drawing on their social, cultural and linguistic knowledge/s, CBRs are uniquely positioned to ensure local people’s voices are represented truthfully and transparently and to bring a strength-based approach to their work. This presentation will draw on a range of community-based researchers’ stories to highlight the issues, challenges, benefits and rewards of undertaking research from a both-ways approach
Leading to Serve: Participants\u27 Perception of a Servant Leadership Program in Anglican School Contexts
No full textThis PhD study researched the impact of a servant leadership development program on the culture and practice of two Anglican faith schools. The intent was to document and enhance these schools’ culture and practice through the design, application and outcomes of this developmental process. The rationale for this study stems from the increasing awareness of servant leadership as a formatively based approach that has depth and integrity of alignment with the relationally set values of care, community and service implicit to faith-based education. By demonstrating the alignment between the intent for servant leadership and its actual application and outcomes, this study aimed to fill a gap in research, by providing a template for the formative development and application of servant leadership in Christian schools through the progressive delivery of a servant leadership staff development PLD program.
To effectively implement and evaluate a professional learning program for servant leadership, a theoretical framework of adult education and a mixed methodology research design, incorporating case study and action research, was applied. This integrated approach provided a comprehensive, contextually rich, framework that was firmly rooted in the values of each school, fostering reflective practice and iterative enhancement in each setting.
The findings showed a notable positive shift in how leadership is defined, practiced and received. This process significantly influenced various cultural and practical dimensions in both contexts, re-setting rationale and formats for school-based and inter-personal communication and discussion. Consequently, a school culture emerged set to the professional and individual well-being, engagement and flourishing of all stakeholders. This incorporated servant leadership principles into both leadership and teaching frameworks, including the development of an affiliated pedagogy and the redesign of staff and team meetings.
Whilst having Christian rationale and focus, the research suggests that further applications of this study might ground the practice of servant leadership in diverse educational settings. The study offers actionable recommendations for practitioners in educational environments, presenting a detailed rationale, framework and practical guide for the implementation of servant leadership in schools looking to develop similar initiatives. This research affirms the potential for servant leadership to reshape both individual and institutional approaches, while also contributing to a wider conversation about educational leadership
Concentrated Benefits and Dispersed Costs: The Contributions of Pareto, Olson, and Ostrom
No full textConcentrated benefits and dispersed costs (CBDC) is a central concept in the field of public choice as well as economics more broadly. The phrase concentrated benefits and dispersed costs refers to a situation in which economic benefits are concentrated and the associated costs are borne by a larger group. This thesis argues that the elements of CBDC are common in the literature without the term being used directly. This study is an exercise in the history of economic thought. The study is structured into three case studies, with each dedicated to the work of an influential economist: Vilfredo Pareto (1848-1923); Mancur Olson (1932-1998); and Elinor Ostrom (1933-2012). This thesis identifies the elements of CBDC present in their works and uses a case studies approach to analyse the common treatment of the topic of CBDC across these thinkers as well as their unique contributions. The various manifestations of CBDC as identified by each case study is investigated, and the treatment of agents and institutions as they relate to CBDC is explored
Talking the Talk and Walking the Walk: A Bronfenbrennerian Interrogation of the Complementarity between Tertiary Catholic Ethos and Teaching as Perceived by Teachers of First Year Undergraduate Students
No full textThis study explores the relationship between an Australian Catholic university’s talk about its ethos and the walk of pedagogic practice. In particular, this study focuses on the talk of Catholic ethos at the macro level of the University as an organisational entity and the walk of teaching first year undergraduate students at the micro level of teachers as individual entities.
The ecological systems theory of Bronfenbrenner (1979) and the bioecological Process Person Context Time Model of Bronfenbrenner and Morris (2006) were utilised to interrogate this relationship. Along with a Bronfenbrennerian lens, the method of analysis adopted in this study was that of Braun and Clarke’s (2006, 2022b) reflexive thematic analysis.
Findings revealed that while the talk of ethos was evident, it was variously understood and implemented both at the macro level of the University and at the micro level of individual teachers. Findings also revealed that teachers of first year undergraduate students would benefit from having more knowledge and support for implementing pedagogical practices for the teaching of first year undergraduate students, along with having greater inclusion in the talk of the University.
hese findings led to the important insight that complementarity between talk and walk, while clearly evident, is challenged owing to the complexity of the identity matrix which combines individual entities at the micro level of teachers and the collective entities of individuals and the institution at the macro level of the University. Furthermore, if Bronfenbrenner’s (1979; Bronfenbrenner & Morris, 2006) developmental synergy as meaning more than the sum of parts is a desired outcome for development, then this study found that the Bronfenbrennerian models lacked the capacity to accommodate this concept. Thus, an evolved model has been posited, that of the Dispositional Model of Development, which takes the earlier models and builds in a new capacity, that of the megadisposition. The megadisposition addresses and accommodates synergy.
This study contributes to, and builds on, knowledge about Catholic tertiary ethos, transition pedagogy for the teaching of first year undergraduate students, implementing reflexive thematic analysis, and Bronfenbrenner’s theories of human development. As Bronfenbrenner and Morris (2006) said, what counts is what one learns along the way and passes on to future explorers