Browsing by Author "Napan, Ksenija"

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    Democracy, freedom, and school : realigning power in Aotearoa New Zealand's secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Albany, New Zealand
    (Massey University, 2023-10-30) Smith, Kylie
    This comprehensive study explores positive impacts of democratic systems enacted within secondary schools on students. Responses to democratic practices within schools (including collective decision-making, deliberative discussion, diverse ways of being, and freedom of movement and expression) are examined and analysed. Additionally, the hidden curriculum created by structures and processes inherent in democratic participation is critically reflected on, including consideration of how democratic processes relate to individual and collective well-being within the school environment. The study adopts a qualitative grounded theory research methodology to comprehend the outcomes of learning within democratic settings. Participants, including alumni and staff from two different democratic school environments, share their perspectives through semi-structured one-on-one interviews and question-and-answer emails. Data collection and analysis were conducted concurrently, and the data analysed using constant comparative analysis. Democratic building blocks, based on a foundation of respect for the student as a whole human, emerged from the data. Organising school structures around democratic ideals, reflective of indigenous models of democracy, and aligned with Lundy’s model of space, voice, influence, and audience aimed at implementing Article 12 of the UNCRC, is seen to cultivate a learning environment where diversity is embraced and respected. Effective communication skills are honed through authentic and meaningful deliberative dialogue, enabling students to value diverse perspectives. Alumni valued the challenge of navigating agency in a safe supportive learning environment and felt empowered to contribute and participate towards a strong collective school community. Implications from the research underscore the potential of democratic systems to create more equitable educational environments, enhancing well-being by aligning the hidden curriculum with critical and culturally sustainable pedagogies. The study highlights the importance of continual dialogue and reflection and advocates for active integration of democratic principles within schools to facilitate challenges to oppressive structures. It further stresses the need for adults to approach schooling from an epistemology of trust in and support for the student, enabling genuine equitable dialogue and fostering a sense of dignity, significance, and belonging among students. Ultimately, the research offers tangible examples of schools where student-defined well-being is prioritized and provides a forward-thinking approach based on democratic principles to empower students.
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    Evaluation of the "contact-challenge method" in social work practice education : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Albany, Auckland, New Zealand
    (Massey University, 1998) Napan, Ksenija; Napan, Ksenija
    This thesis examines the importance of integrating theory, practice and experience which is considered to be essential for effective social work education. We live in a globally interconnected world and a holistic and ecological worldview has been utilised to explore relevant theories as well as research in order to develop a method of teaching and learning which attempts to continually improve social work education. Two studies were conducted in order to evaluate and further improve the Contact-Challenge Method. The main aim of the method is to utilise the personal experiences of students, their communication with social work clients, skills training and field work experience in order to help them better integrate theories learnt during social work education. Action research has been used as a research method for evaluation and further development of the Contact-Challenge Method because of its participatory and empowering nature. It is argued that education, social work and research are inevitably value laden and that social work students need to examine their own value base in order to develop a value base for effective social work. It is also argued that social work education has to reflect those values, which arc prescribed by the Code of Ethics of the profession. Learning theory, skills training and the student's personal experience are equal elements of social work education. Values and principles that permeate social work practice should be utilised in the teaching-learning process of social work. The Contact-Challenge Method evaluated in this thesis is focused on modelling social work values and on maximising student-student learning as well as learning from clients and their families. Three theories have been used in the development of evaluation of this method: Experiential Learning Theory, Choice Theory and Adult Learning Theory (Andragogy). The principles and ideas of these three theories have been incorporated in the Contact-Challenge Method and have been carried through in practice in both studies, in Croatia and in Aotearoa- New Zealand. Research into student learning and motivation as well as on the transfer of skills learned in laboratory settings to practice, provided valuable findings that helped in the development and evaluation of the Contact-Challenge Method. Throughout the thesis learning is understood to be a holistic process. In both studies students learned on many levels using cognition, emotions, prior experiences and their theoretical knowledge. Social work education has the advantage that students may learn simultaneously about content and process. Students were expected to take responsibility for their own learning and for creating quality time with their clients. This contributed to the effective integration of theory, practice and experience and to the utilisation of problem solving processes in order to attain learning outcomes set at the beginning of the course. The basic assumptions of this thesis are that: Social work clients and social work practitioners are irreplaceable source of knowledge and practice wisdom for social work students. Setting individual outcomes in the process of learning encourages students to take charge of their own learning. Focusing only on intellectual work in social work schools and only on practical work in social work practice placements cannot produce competent social workers. This thesis proposes an integrative approach to teaching and learning social work where theory, practice and experience are integrated in order to produce change in knowledge, skills, values and attitudes. At the same time it provides a context where students' individual learning outcomes can be achieved and the quality of life of social work clients can be improved.