Browsing by Author "Greene, Michelle"

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    'Get into groups' : young Pacific Island women and the potential for empowerment in physical education : a thesis presented in partial fulfilment of the requirements for the degree of Master of International Development, Massey University, Manawatu, New Zealand
    (Massey University, 2015) Greene, Michelle
    Drawing on a case study of three South Auckland schools, the aim of my research is to investigate how Pacific Island young women are empowered or disempowered through their experiences in the Physical Education classroom, and how they negotiate these experiences. Ways to improve the delivery of the Physical Education Curriculum to ensure it is meaningful, engaging and empowering for young women of Pacific Island descent are also explored. This research is qualitative in design and underpinned by feminist research principles, hence the voices of these Pacific Island young women are privileged. The findings of my study show that delivering a Physical Education Curriculum where the focus is not solely on physical skill acquisition seems to resonate with Pasifika young women. One which includes a broader understanding of health and wellbeing where emphasis is placed on appreciating the whole body, and the importance of non-physical skills such as relationships and interpersonal skills. Feelings of empowerment were thus experienced. Having supportive friends in the class and the desire to have a positive adult role model is also strong. Teachers are better positioned to facilitate transformative experiences when a rapport has been built. The degree to which empowerment was felt within the Physical Education classroom appeared to have some impact on the young women’s involvement in co-curricular sport. However, parental influence was the largest contributing factor of participation levels in physical activity outside the classroom setting, contesting views surrounding the influence of schooling as a sole means to promoting physical activity. This study supports findings in the Sport for Development literature, of which Physical Education is a part of who argue that using sport and physical activity as an opportunity for development must combine sport and play with other non-sport components, such as leadership, in order to enhance effectiveness. This is particularly so if empowerment is to occur. Thus, the old ‘sport techniques’ paradigm, which still appears to prevail in New Zealand secondary schools is argued not to be conducive to the empowerment process. If empowerment is to occur on the individual level, as well as relational and social, a more holistic approach should be applied within the classroom. Finally given the influence of parents, if Physical Education is to be truly empowering to Pacific Island young women, especially in the longer term, the establishment of effective partnerships with Pacific Island families and community, such as the church, are also required.
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    Physical Education (PE) as a pathway to empowerment of young people in Rarotonga, Cook Islands : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Development Studies at Massey University, Manawatū, New Zealand
    (Massey University, 2021) Greene, Michelle
    The Cook Islands secondary school’s curriculum Oraanga e te Tupuanga Meitaki | The Health and Well-being Curriculum (OTM | HWC) derives from the New Zealand Curriculum (NZC). While a western education system is based on the concept of building human capital, which conflicts with Pacific Indigenous education values, The OTM | HWC has been adapted to include Cook Islands values and philosophies. Despite a well-intentioned curriculum, the implementation may face additional challenges, with resourcing and teacher recruitment. The design and delivery of the OTM | HWC has the potential to educate the whole person, but students experiences may differ from intended outcomes. With this in mind, the aim of this research is to understand the potential that a culturally relevant Physical Education (PE) curriculum has to empower young people. This research therefore asks: 1) How has the OTM | HWC been adapted and implemented in Rarotonga, Cook Islands? 2) How is culture utilised within the curriculum and how did this play out in schools? 3) What challenges might be present with respect to the design and delivery of PE programmes? As this thesis is grounded in Development Studies and draws from theories of Sport for Development and PE for Development, of particular interest is understanding from a gendered perspective how PE can facilitate empowerment in Rarotonga. This research is a qualitative case study. Fieldwork was undertaken in two secondary schools in Rarotonga, both of which follow an NZ model of education in the senior school, with students gaining the NZ qualification the National Certificate in Education Achievement (NCEA). Methods of data collection consisted of classroom observations, semi-structured interviews, informal conversations, focus groups and a fieldwork journal. In total 25 participants were interviewed. Through the application of a culturally relevant empowerment framework, which was the theoretical lens by which the findings were deliberated, this research contributes to new ways of understanding the experiences of young men and women within the PE classroom. The research found that several challenges exist including the recruitment of qualified teachers, difficulties with facilities and efforts needed to encourage students who were reluctant to participate. This research shows that social connections with friends and classmates were crucial in the enjoyment of physical activity. This is closely linked with tu akangateitei (respect), which students believed should be shown to the teacher and others when participating. Additionally, self-efficacy was a large contributing factor to participation and enjoyment, with girls often perceiving they lacked in ability. A prevailing hegemonic masculinity influenced the behaviours of boys in the classroom, with some sports having the potential to threaten culturally defined masculinities. For empowerment to be culturally relevant within the PE classroom in Rarotonga, focusing on inclusion and support within activities that do not always focus on physical capability is essential. The inclusion of vaka and other cultural games in the curriculum is fundamental to ensuring local values are maintained and perpetuated.