Generating knowledge – methods or techniques for research

Topic
How we listen to others influences how we lead

Research aim
To critically examine leaders’ experiences of listening to others and how this influences their leadership practice.

Thinking about the conceptual framework and topic of your study, what might count as knowledge generation in a study of this type? 

I've been reading lots on this topic and really trying to hone in on the conceptual framework I might use in my research design. I was challenged by my kaiako in my last assignment to consider embedding my work in a "Māori and Pacific conceptual framework". I had considered this but found difficulty in locking in on a particular framework that suited my purpose. I have had fun lately exploring a range of models with tauira in my Year 3 class where they are exploring Kakala Model, Ula Model, Te Whare Tapa Whā, Tapasā among others so I was keen to delve further into a framework that I could use and generate knowledge through. I have looked into the Tivaevae Model (Ava & Rubie-davies, 2011; Futter-Puati & Maua-Hodges, 2019; Tanner, 2018; Te Ava & Page, 2018) and Tūranga Framework (Ava & Rubie-davies, 2011; Enosa et al., 2019; Mafile’o et al., 2019; NZEI Te Riu Roa, 2015). I am really excited about the possibility of using a Cook Islands framework

I read extensively around Pacific research methodologies (’Otunuku et al., 2014; Chu et al., 2013; Mauigoa-Ekene et al., 2013; Naepi, 2015; Southwick et al., 2017) and have appreciated the clarity provided by Judy McFall-McCaffery who states “The word Pasifika is increasingly used in Aotearoa New Zealand to include all people of Cook Island, Niue, Tokelau, Samoa, Tonga, Fiji and other Pacific ethnicities who live in New Zealand. It is important to be aware that the “Pacific” is not homogeneous, but represents a diverse and distinct range of cultures and languages. Pacific ethnic groups speak different languages and have different cultural practices and customs” (McFall-McCaffery, 2010, p. 2). As Mafile’o, Mitaera & Mila (2019) point out “there have been a plethora of models, metaphors and cultural modes of delivery which are all attempting to do the same thing…they are trying to articulate our Pacific point of difference” (p. 24). I have been exploring a range of pacific research methodologies but am really convinced that I want to bring to light a Cook Island perspective. It is important to note at this point that "Cook Islands culture, ākono’anga Māori, is neither static nor universal; there is no one Cook Islands cultural perspective or practice" (Mafile’o et al., 2019, p. 26)

So with that in mind, I am keen to use the Turanga Māori framework developed by Dr. Jean Mitaera as part of her work within the Nga Vaka o Kaiaga Tau (2020) space.  The model has been shared in multiple spaces (Mafile’o et al., 2019; Mitaera, 2019a, 2019b) and is framed in the following way:

The three elements of the framework are: (1) Akono’anga Māori, Cook Islands culture; (2) No teia tuatau, of this time; and (3) Tā’anga’anga’ia, put to practice.

(1) Akono’anga Māori, Cook Islands culture;

Turanga - position, place and status

Pirianga - to close, hold tight, to work, relationships

Akaueanga - the duties of care

Ngakau aro’a - willingness and conviction of the heart

(2) No teia tuatau, of this time

No teia tuatau, of this time, emphasises the importance of being relevant and realistic given the social, economic, cultural and environmental contexts that people live in today. When engaging with Cook Islands families, it is important to: (i) komakoma marie, let our conversation be unhurried, be in the now; and (ii) kia maru to korua komakoma’anga, let your conversations be calm and measured.

3. Tā’anga’anga’ia, put to practice

Transformation occurs when akono’anga Māori, being relevant to the time and environment, are put into practice. On their own they are simply cultural concepts, isolated in space and without purpose. Turanga Māori is one conceptual framework. Irrespective of the model or framework a practitioner chooses, the model or framework is but a tool to inform and guide practice. Turanga Māori’s purpose is to be relevant and effective for Cook Islands Maori client(s) and practitioners. That practice should be informed by the culture of the people we serve.

Would appropriate answers to your research questions be found in the information held by other people, observing a situation or practice, encoded in documents or artefacts, through theorising or another creative process, through looking in a new way at a source of secondary data, reading other research studies, something else? Or a combination of some of these? Justify your answer. 

I have yet to finalise my research questions, that is a priority of mine this weekend. However, I have given lots of thought to how I might generate knowledge for my research aim, as my focus is on listening, so I believe that I would need to collect data by being an insight generator or provacateur (Alvesson, 2019)

Identify 3 - 4 different ways other people have generated knowledge in their research that might be applicable or useful in your study. Explain why they are potentially useful and highlight any adaptations that would need to be made. 

* Metaphors

* Narrative

* Critical reflection

Tivaevae Model

Powell, E. E. N. (2013). Stitching to the back-bone: A Cook Islands literary tivaivai. ResearchSpace@ Auckland.

Te Ava, A. (2011). Mou piriia te kōrero ‘ā to ‘ui tūpuna, akaoraoraia: Culturally responsive pedagogy for Cook Island secondary schools physical education. ResearchSpace@ Auckland.

George, K. (2010). Evolving patterns of identity: a visual response to observations of Cook Islands’ women and their adornment.

Ava, A. Te. (n.d.). Initiating a Culturally Responsive Pedagogy : Historical Shifts in Health and Physical Education in the Cook Islands School of Education , Faculty of Law , Education , Business & Arts , Charles Darwin. 1–10.

Thompson, S., Mcdonald, F., Talaki, M., Taumoepeau, V., & Te Ava, a. (2009). Training manual for teaching working with pacific students: Engaging pacific learners. 1–38.

Ward, A. (2011). Weaving educational threads, Weaving educational practice. Kairaranga, 12(1), 43–50. https://files.eric.ed.gov/fulltext/EJ935477.pdf

Tamata, S. A. (n.d.). Framing Cook Islands Indigenous Epistemologies.

Carter, S., Laurs, D., Chant, L., & Wolfgramm-Foliaki, E. (2018). Indigenous knowledges and supervision: Changing the lens. Innovations in Education and Teaching International, 55(3), 384–393. https://doi.org/10.1080/14703297.2017.1403941

Turanga Framework

Southwick, M., Scott, W., Mitaera, J., Nimarota, T., & Falepau, L. (2017). RESEARCH REPORT | Articulating a Pedagogy of Success for Pacific Students in Tertiary Education. www.akoaotearoa.ac.nz

NZEI Te Riu Roa. (2015). Dr Jean Mitaera - The Pasifika child - YouTube. https://www.youtube.com/watch?reload=9&v=SNaSCp0DI1s

Mitaera, J. (2019, September 4). The value of unpaid work – a Cook Islands view | Ministry for Women. Ministry for Women: Minitatanga Mō Ngā Wāhine. https://women.govt.nz/node/1460/jean-mitaera

Mitaera, J. (2019, August 30). Tūranga Framework for Wellbeing. Werry Workforce:Whāraurau 2019 Leveki National Pacific Fono. https://vimeo.com/360156072

Newport, C. (2019). Vaka Moana as Policy Space: Navigating the Cook Islands Case of Climate Change Mobility. February 2019.

Tamata, S. A. (n.d.). Framing Cook Islands Indigenous Epistemologies.

Mafile’o, T., Mitaera, J., & Mila, K. (2019). Pacific-indigenous social work theories and models. In Pacific Social Work: Navigating Practice, Policy and Research (Issue 2019, pp. 22–34). https://doi.org/10.4324/9781315144252-3

Ministry of Social Development. (2012). Turanga Māori: a Cook Islands Conceptual Framework transforming family violence - restoring wellbeing (Issue March). http://www.pasefikaproud.co.nz/assets/Resources-for-download/PasefikaProudResource-Nga-Vaka-o-Kaiga-Tapu-Pacific-Framework-Cook-Islands.pdf%0Ahttp://www.pasefikaproud.co.nz/

Enosa, R., Tino Pereira, F., Taufa, S., Clifford-Lidstone, G., & Filimoehala-Burling, A. (2019). Nga Vaka o Kaiga Tapu. Aotearoa New Zealand Social Work, 30(4), 13–18. https://doi.org/10.11157/anzswj-vol30iss4id607

Mitaera, J., Paasi, L., Filipo, H., & Pasefika Proud. (2016). Literature search of Cook Islands cultural concepts to inform family violence interventions and practice: Research Summary. 1–2. https://www.msd.govt.nz/documents/about-msd-and-our-work/publications-resources/research/pacific/msd-cook-island-report-18-v4.pdf%0Ahttps://www.msd.govt.nz/documents/about-msd-and-our-work/publications-resources/research/pacific/msd-cook-island-summary-v3

Metaphors

Cameron, L., & Low, G. (2011). Metaphor and the Social World: Introduction to the first issue. Metaphor and the Social World, 1(1), 1–5. https://doi.org/10.1075/msw.1.1.01cam

Mills, A., Durepos, G., & Wiebe, E. (2012). Encyclopedia of Case Study Research. Encyclopedia of Case Study Research, 553–555. https://doi.org/10.4135/9781412957397

Alvesson, M. (2014). A Metaphor Approach. Interpreting Interviews, 62–74. https://doi.org/10.4135/9781446268353.n4

Alvesson, M. (2019). Metaphorizing the Research Process. 486–505.

Dragon, W., & Duck, S. (2005). Understanding research in personal relationships: A text with readings. Sage.

Danisman, S. A. (2020). Interviewing and Qualitative Content Analysis for Root Metaphors: A Case of Bad News Management. Interviewing and Qualitative Content Analysis for Root Metaphors: A Case of Bad News Management. https://doi.org/10.4135/9781529713398

Ignatow, B. G., & Mihalcea, R. (2020). Metaphor Analysis In : Text Mining : A Guidebook for the Social Sciences.

Thorpe, R., & Holt, R. (2011). The SAGE Dictionary of Qualitative Management Research. The SAGE Dictionary of Qualitative Management Research. https://doi.org/10.4135/9780857020109

Coghlan, D., & Brydon-Miller, M. (2014). The SAGE Encyclopedia of Action Research. The SAGE Encyclopedia of Action Research, 535–536. https://doi.org/10.4135/9781446294406

Kumar, M., Pattanayak, S., & Pattanayak, S. (2019). Metaphors We Live By: Appreciating the Place of Language in Indigenous Research. Positioning Research: Shifting Paradigms, Interdisciplinarity and Indigeneity, 144–162. https://doi.org/10.4135/9789353282509.n8

Lewis-Beck, M., Bryman, A., & Futing Liao, T. (2012). The SAGE Encyclopedia of Social Science Research Methods. The SAGE Encyclopedia of Social Science Research Methods, 640–641. https://doi.org/10.4135/9781412950589

Cornelissen, J. P., Oswick, C., Christensen, L. T., & Phillips, N. (2008). Metaphor in organizational research: context, modalities and implications for research - Introduction. Organization Studies, 29(1), 7–22. https://doi.org/10.1177/0170840607086634

Alvesson, M. (2003). Beyond Neopositivists, Romantics, and Localists: A Reflexive Approach to Interviews in Organizational Research. The Academy of Management Review, 28(1), 13. https://doi.org/10.2307/30040687

Manesh, R. (2017). Mistakes were made (by me). JAMA Internal Medicine, 177(10), 1422–1423. https://doi.org/10.1001/jamainternmed.2017.3781

Pauwels, L., Mannay, D., & Pauwels, L. (2020). An Integrated Conceptual and Methodological Framework for the Visual Study of Culture and Society. In The SAGE Handbook of Visual Research Methods. https://doi.org/10.4135/9781526417015.n2

Narrative

Dwyer, R., Davis, I., & Emerald, E. (2016). Narrative research in practice: Stories from the field. Narrative Research in Practice: Stories from the Field, 1–245. https://doi.org/10.1007/978-981-10-1579-3

Elliott, J. (2012). Gathering narrative data. In S. Delamont (Ed.), Handbook of Qualitative Research in Education (pp. 281–298). Edward Elgar Publishing Limited. http://ebookcentral.proquest.com/lib/aut/detail.action?docID=866984

Spector-Mersel, G. (2010). Narrative research: Time for a paradigm. Narrative Inquiry, 20(1), 204–224. https://doi.org/10.1075/ni.20.1.10spe

Fuluifaga, A. R. (n.d.). O FEOSOFA’IGA O LE VĀ: SAMOAN WOMEN NEGOTIATING VĀ RELATIONS IN AND AROUND AN ART CENTRE IN RURAL SAMOA.

Atkinson, P., & Delamont, S. (2007). Rescuing narrative from qualitative research. 1, 195–204. https://doi.org/10.1075/bct.6.20atk

Andrews, M., Squire, C., Tamboukou, M., Squire, C., Andrews, M., & Tamboukou, M. (2019). Introduction: What Is Narrative Research? Doing Narrative Research, 1–21. https://doi.org/10.4135/9780857024992.d2

Mollen, A., & Mollen, A. (2020). Research design and method. Digital Spaces of Civic Communication, 67–90. https://doi.org/10.1007/978-3-658-27515-0_5

Morley, C. (2014). Using Critical Reflection to Research Possibilities for Change. British Journal of Social Work, 44(6), 1419–1435. https://doi.org/10.1093/bjsw/bct004

Hickson, H. (2016). Becoming a critical narrativist: Using critical reflection and narrative inquiry as research methodology. Qualitative Social Work, 15(3), 380–391. https://doi.org/10.1177/1473325015617344

Critical reflection

Tripp, D. (2012). Problematic and practice. In D. Tripp (Ed.), Critical incidents in teaching: Developing professional judgement (Classic ed, pp. 12–23). Routledge. https://ebookcentral.proquest.com/lib/aut/reader.action?docID=958710&amp

Morley, C. (2013). Critical reflection as a research methodology. Knowing Differently: Arts-Based and Collaborative Research Methods, January 2008, 265–280.

Tripp, D. (2012). Interpretation: creating critical incidents. In D. Tripp (Ed.), Critical incidents in teaching: Developing professional judgement (Classic ed, pp. 12–23). Routledge. https://ebookcentral.proquest.com/lib/aut/reader.action?docID=958710&amp

Delamont, S. (2009). The only honest thing: autoethnography, reflexivity and small crises in fieldwork. Ethnography and Education, 4(1), 51–63. https://doi.org/10.1080/17457820802703507

Larsson, P. (2010). Reflexive methodology: new vistas for qualitative research (second edition), by Mats Alvesson and Kaj Sköldberg. European Journal of Psychotherapy & Counselling, 12(1), 89–91. https://doi.org/10.1080/13642531003746857

Alvesson, M. (1996). Leadership studies: From procedure and abstraction to reflexivity and situation. Leadership Quarterly, 7(4), 455–485. https://doi.org/10.1016/S1048-9843(96)90002-8

Watts, L. (2019). Re fl ective Practice , Re fl exivity , and Critical Re fl ection in Social Work Education in Australia. 72(1), 8–20.

Fook, J., & Gardner, F. (2007). The critical reflection model and process. In J. Fook & F. Gardner (Eds.), Practising critical reflection : a resource handbook. (pp. 43–63). Open University Press. https://ezproxy.aut.ac.nz/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=cat05020a&AN=aut.b26169447&site=eds-live

Bozalek, V., & Zembylas, M. (2017). Diffraction or reflection? Sketching the contours of two methodologies in educational research. International Journal of Qualitative Studies in Education, 30(2), 111–127. https://doi.org/10.1080/09518398.2016.1201166

Morley, C. (2012). Some methodological and ethical tensions in using critical reflection as a research methodology. In J. Fook & F. Gardner (Eds.), Critical Reflection in Context : Applications in Health and Social Care (pp. 165–178). Taylor & Francis Group. http://ebookcentral.proquest.com/lib/aut/detail.action?docID=1039238

Hewson, S. (2007). “Researcher Know Thyself”. Critical Reflection on a Teacher’s Research Journey: If I Had Known Then ... TESOL in Context, 16(2), 25.

Morley, C. (2014). Using Critical Reflection to Research Possibilities for Change. British Journal of Social Work, 44(6), 1419–1435. https://doi.org/10.1093/bjsw/bct004

Murray, L., & Nash, M. (2017). The Challenges of Participant Photography: A Critical Reflection on Methodology and Ethics in Two Cultural Contexts. Qualitative Health Research, 27(6), 923–937. https://doi.org/10.1177/1049732316668819

Fook, J. (2009). Developing an integrated framework for critical reflection: from practice, to theory, towards research. University of Southampton.

Hickson, H. (2016). Becoming a critical narrativist: Using critical reflection and narrative inquiry as research methodology. Qualitative Social Work, 15(3), 380–391. https://doi.org/10.1177/1473325015617344