Communicative methodology has been acknowledged as having an impact at all levels: social, political, and scientific. The social impact is achieved with communicative methodology by involving the people or communities we intend to study from the beginning to the end of the research. There are positive benefits to those involved, which increases the impact. Therefore, communicative methodology enhances the potential of stakeholders (including those traditionally excluded) for social transformation through the use of egalitarian dialogue. Additionally, those stakeholders co-lead the research and promote change in their own social environments because of their inclusion in all stages of the research process. The theoretical basis of communicative methodology led to the assumption of postulates that enable social transformation. Researchers, taking into account the theoretical principles and postulates, interpret reality through dialogic knowledge while researching with vulnerable populations. This article illustrates how it is possible to attain social impact using communicative methodology in diverse contexts and points out how the communicative organization of research and the communicative analysis of data can be decisive in attaining social impact. Such change contributes to the social and educational transformation of reality and to improving the lives of vulnerable populations.

Women and some health professionals may be unfamiliar with symptoms potentially indicative of endometrial cancer. There may be structural and communication barriers for women navigating healthcare systems. It is vital that nurses take time both to listen to women and to provide them with resources to enhance their health literacy.

Uncertainty and insecurity in the labour market for young women have increased dramatically. Globally, notions of ‘precariousness’, ‘flexibility’ and ‘gig working’ have grown and the idea of secure permanent work and ‘career building’ is seen as a thing of the past. Simultaneously, and not unconnected, we have also seen the ‘massification’ of higher education where more young women than ever are entering university aiming to improve their situation in the labour market. But how, in these uncertain times, are they imagining their futures? What is influencing their planning and what are their motivations? These questions were explored with a diverse group of young women (n = 26) who were third-year students at a university in Aotearoa New Zealand. The analysis of their interviews draws on the work of Pierre Bourdieu and findings highlight the need to recognise the important relationships between their past, the present and their imagined futures.

Drawing on forty one-on-one interviews with third year students from The University of Auckland, this study contrasts the experiences of students from working- and upper-class backgrounds. In particular, the study demonstrates how working-class students, most of whom come from Indigenous Māori and Pacific ethnic backgrounds, are forced to navigate obstacles infused with interpersonal and institutional racism. These students also report a stigmatising awareness of their lack of privilege and sense of obligation to give back to their ethnic communities. In contrast students from upper-class backgrounds, though hard-working, discuss a litany of opportunities extending their academic and occupational privilege. These capital-building opportunities are tightly connected to consistent family support in the form of gifted money, flexible work options, and networks that enhance professional experience. Working with kaupapa Māori and Bourdeausian conceptual frameworks, the study highlights privileged students’ ability to access and extend their objectified cultural capital, as less economically privileged students work their way through colonial blockades and classed pitfalls. Given the clear disparities expressed by study participants, the research suggests universities radically reframe how resources are allocated to students from diverse backgrounds.

While recent research shows a gradual increase of young Māori in Higher Education it remains the case that inequality amongst the Indigenous population remains entrenched and institutionalised. This article explains how national governments in Aotearoa New Zealand have failed to address the colonial disparities and inequalities in the Higher Education system. In this process we will show, through the lens of historical privilege and institutional racism, how these processes continue to shape and frame both opportunities and experiences for Māori youth. The article will also highlight what strategies are needed if a more inclusive Higher Education system is to be developed that addresses the disparities that young Māori encounter.