Académique Documents
Professionnel Documents
Culture Documents
Lecturer:
Matthew Wynyard Room 916, Human Sciences Building (HSB916) Email: mwyn009@aucklanduni.ac.nz Wednesday: 9-10 am, 12-1 pm Thursday: 9-10 am Friday: 9-10 am, 12-1 pm Location: TBA Thursday 12-1 pm Friday: 1:30 -2:30 pm Or by appointment Refer to Student Services Online (SSO)
Classes:
Tutorials
COURSE DESCRIPTION AND AIMS The course invites you to think sociologically about life in Aotearoa New Zealand. In focussing on the social processes, institutions and identities that make New Zealand what it is today, the course asks you to think in possibly new and different ways about what it means to live here today. In particular, you will have an opportunity to explore the way in which your life and the lives of your family and friends are shaped by major axes of difference such as Ethnicity Gender Sexuality Class Additionally, you will get to explore a number of current social debates, for example, about violence, punishment and the environment. We will use both written texts and audio-visual material to examine these matters. The course introduces you to central and at times complex sociological ideas and concepts, so if you want to get the most out of the course you should make coming to class and tutorials a priority; commit yourself to reading and studying for 8-10 hours a week; be willing to actively participate through sharing your thoughts and relevant experiences in both lectures and tutorials; and be open to new perspectives and ideas. If you do all of these things, I am confident that not only will you enjoy the course, you will succeed too! ASSESSMENT In order to pass the course you need to engage in three forms of assessment. 1. In-class test Date: Thursday January 17 20% of final grade The test will provide you with valuable feedback on your understanding of the issues and key concepts we have looked at in Lectures 1-7. We will have a special test preparation session the day before the test.
2. Responsive reading assignment Due: Thursday February 7 30% of final grade The responsive reading assignment is comprised of two interconnected parts that combined have a total of 1500 words.
The first part consists of your response (summary) to two readings contained within your reader. This portion of the assignment should be about 1000 words. The second part of this assignment requires you to write a reflection on your reading response. The reflection should be about 500 words. Further information regarding this assignment can be found towards the end of the course outline. A detailed information sheet will be posted on CECIL. The readings will be announced in class. 3. Exam Date: to be advised 50% of final grade The two hour exam will assess your overall knowledge and understanding of the course material and readings. The exam will consist of three parts: 1. Short answer questions testing your understanding of key concepts; 2. An essay response to a particular statement. For this you have to draw on your wider knowledge of the course content, readings and tutorial discussions; and 3. A critical review of one reading. The in-class test and the assignment are both practice runs for the exam. Previous exam scripts can be reviewed through the library database available at http://examdb.auckland.ac.nz/ COURSE TEXTS You need to purchase a course reader from the University Bookshop. The assigned readings are a key part of the course: they will act as the basis for discussions in class and tutorials, the reading assignment and for the in-class test and the final exam. Your course reader includes reading questions and additional instructions for tutorial preparation. Some additional readings are available from the library course page (http://coursepages.library.auckland.ac.nz/sociol/101/) and the 101 Reading Box in the main Sociology office. You can borrow the box and photocopy the readings, but do place all of the readings back in the box so that they are still available for other members of the class. To enable you to read more widely with ease the following books have been placed in the Short Term Loan Collection in the Kate Edgar Building: Bell, Claudia (ed.). 2001. Sociology of Everyday Life in New Zealand. Palmerston North: Dunmore. Liu, James H., Timothy McCreanor, Tracey McIntosh and Teresia Teaiwa (eds.). 2005. New Zealand Identities: Departures and Destinations. Wellington: Victoria University Press. McLennan, Gregor, Ruth McManus and Paul Spoonley (eds.). 2010. Exploring Society: Sociology for New Zealand Students. Auckland: Pearson. 3
Novitz, David and Bill Willmott (eds.). 1989. Culture and Identity in New Zealand. Wellington: GP Books. Roper, Brian S. 2005. Prosperity for All? Economic, Social and Political Change in New Zealand since 1935. Southbank, Vic: Thomson. Spoonley, Paul, Cluny Macpherson and David Pearson (eds.). 2004. Tangata, Tangata: The Changing Ethnic Contours of New Zealand. Southbank, Vic: Thomson. You will also find interesting things to read in: New Zealand Sociology Kotuitui: New Zealand Journal of Social Sciences Online Sites: A Journal of Social Anthropology and Cultural Studies MAI Review NZ Listener These are all accessible through the library catalogue and the course page. In addition, the following two resources are excellent for working out the meaning of sociological terms and extending your knowledge and insights: Johnson, Allan G. 2000. The Blackwell Dictionary of Sociology. Malden, MA: Blackwell. Ritzer, George (ed.). 2007. Blackwell Encyclopedia of Sociology. Malden, MA: Blackwell. TUTORIALS Tutorials begin in the second week of semester. Tutorials will be used to discuss and debate course readings, with questions provided for each in the course reader to help you prepare for this task. Please note that tutorials will focus on the lectures and reading of the previous week. This ensures that everyone had a chance to attend relevant lectures. Given that the readings are all examinable, tutorials might be considered an ongoing form of exam revision. Furthermore, tutorials are used to cover test, assignment and exam technique and provide an opportunity for you to ask questions about the lecture content or organisation. LECTURE NOTES Handouts for each lecture will be made available on CECIL. They will be uploaded on Thursday morning allowing you enough time to print them off for the following week. Providing you with basic notes allows you to take your own notes on what is said in lectures more easily. However, be warned! The handouts are not sufficient to make up if you miss a lecture. No handout is ever complete. To make this point obvious to you I am leaving blanks for you to fill in. Taking your own notes is vital for your studies.
If you miss a lecture for whatever reason, please do not be offended if I do not make the full lecture notes available to you. I will not make any exceptions. It is best to get the full notes off a fellow student. You have to be proactive if you miss a lecture or tutorial. Make friends with someone and get their email address and/or phone number or check out the discussion area on CECIL. ELECTRONIC COMMUNICATIONS POLICY Please note that members of the Sociology Department will only use the University of Auckland email addresses to contact students, for example abc123@aucklanduni.ac.nz Similarly, staff members will only respond to student emails sent from University of Auckland email addresses. We will respond to emails generally during normal business hours (9 am to 5 pm). Do not expect a reply instantly, over the weekend or late at night. Also, please note that neither I nor tutors will respond to email questions regarding assessments (except concerning extensions). These topics are covered extensively during lectures and tutorials. Should you have questions, check the information provided in this course outline and on CECIL. If that does not answer your question bring it up in tutorial. Others might be wondering, too. If you have questions regarding classes you have missed, please discuss this with your tutor or myself in person. We are available during office hours and if possible before or after class as well as by appointment. ONLINE DISCUSSIONS
The course makes use of CECIL Discussions to which you have to subscribe. These discussions will be monitored, but not contributed to, by myself. I will not sanction or oversee any other networking sites.
READING Mclennan, Gregor, Ryan, Allanah and Spoonley, Paul. 2000. The Sociological Imagination: Insights, Themes and Skills. In: Mclennan, G., Ryan, A. and Spoonley, P. (eds.) Exploring Society: Sociology for New Zealand Students. (pp. 1-16). 2nd ed. Auckland: Pearson. WEEK 2 3. 4. A settler society Mori identities ( 9 January) ( 9 January)
READINGS Steven, Rob. 1989. Land and White Settler Colonialism: The Case of Aotearoa. In: Novitz, D. and Wilmott, B. (eds.) Culture and Identity in New Zealand. (pp. 20-34). Wellington: GP Books. AND Wall, Melanie. 1997. Stereotypical Construction of the Maori 'Race' in the Media. New Zealand Geographer, 53(2): 40-45. Suggested optional reading McIntosh, Tracey. 2005. Mori Identities: Fixed, Fluid, Forced. In: Liu, J.H., McCreanor, T., McIntosh, T. and Teaiwa, T. (eds.) New Zealand Identities: Departures and Destinations. (pp. 38-51). Wellington: Victoria University Press. Documentaries Arahanga, Julian and Yvonne Mackay. 2008. The New Migration. New Zealand: Mori TV. Leonard, Ernie. 1984. A Big Country. New Zealand: TVNZ. Wai Ata Productions. 2000. Inside New Zealand: The Truth About Mori. New Zealand: TV3.
5.
(10 January)
Te Reo Television. 1997. Inside New Zealand: Radicals. New Zealand: TV3 Network and New Zealand on Air.
6. 7.
READINGS Poata-Smith, Evan. 2004. Ka Tika a Muri, Ka Tika a Mua? Maori Protest Politics and the Waitangi Settlement Process. In: Macpherson, D., Spoonley, P. and Anae, M. (eds.) Tangata, Tangata: The Changing Ethnic Contours of New Zealand. (pp. 5988). Palmerston North: Dunmore. AND Mikaere, Ani. 2004. Are We All New Zealanders Now? A Maori Response to the Pakeha Quest for Indigeneity. Red&Green, 4: 33-45.
Suggested optional reading Bell, Avril. 2004. 'Cultural Vandalism' and Pkeh Politics of Guilt and Responsibility. In: Macpherson, D., Spoonley, P. and Anae, M. (eds.) Tangata O Te Moana Nui. (pp. 89-107). Palmerston North: Dunmore. Bell, Claudia. 2012. Kiwiana Goes Upmarket: Vernacular Mobilization in the New Century. Continuum: Journal of Media & Cultural Studies, 26(2): 275-288. WEEK 3 8. 9. 10. 11. 12. Land and race relation debates in New Zealand Super tutorial: test preparation IN CLASS TEST Neoliberalism down under Class inequality now (16 January) (16 January) (17 January) (18 January) (18 January)
READING Roper, Brian S. 2005. The Changing Class Structure. Prosperity for All? Economic, Social and Political Change in New Zealand since 1935. (pp. 33-54). Southbank, Vic: Thomson. Suggested optional reading Hayes, Penelope J. M. 2005. The End of Class? An Empirical Investigation into the Changing Composition of New Zealand's Class Structure, 1986-2001. New Zealand Sociology, 20(2): 41-72.
READING Roper, Brian S. 2005. Defining Keynsianism, Neoliberalism and the Third Way. Prosperity for All? Economic, Social and Political Change in New Zealand since 1935. (pp. xvi-xviii). Southbank, Vic: Thomson. Suggested optional reading Richards, Len. Class Struggle and Travelling Theory: From the Chile Experience to the New Zealand Experiment. New Zealand Sociology, 18(2):115-134. Documentaries Barry, Alister and Ian Johnstone. 1996. Someone Else's Country: The Story of the New Right Revolution in New Zealand. New Zealand: Community Media Trust and Vanguard Films. Barry, Alister and Ian Johnstone. 2002. In a Land of Plenty: The Story of Unemployment in New Zealand. New Zealand: Community Media Trust and Vanguard Films 15. 16. 17. Migration and multiculturalism Chinese identities Pacific identities (24 January) (25 January) (25 January)
READINGS Ip, Manying and Pang, David. 2005. New Zealand Chinese Identity: Sojourners, Model Minority and Multiple Identities. In: Liu, J.H., McCreanor, T., McIntosh, T. and Teaiwa, T. (eds.) New Zealand Identities: Departures and Destinations. (pp. 174190). Wellington: Victoria University Press. AND Anae, Melanie. 2002. O A'u/ I - My Identity Journey. In: Fairbairn-Dunlop, P. and Makisi, G.S. (eds.) Making Our Place: Growing up PI in New Zealand. (pp. 89-101). Palmerston North: Dunmore. Suggested optional reading Ward, Colleeen and En-Yi Lin. 2005. Immigration, Acculturation and National Identity. In: Liu, J.H., McCreanor, T., McIntosh, T. and Teaiwa, T. (eds.) New Zealand Identities: Departures and Destinations. (pp. 155-206). Wellington: Victoria University Press. Documentaries Kiwa Productions. 2002. Inside New Zealand: Chinks, Coconuts and Curry Munchers. New Zealand: TV3.
WEEK 5 18. 19. Indian identities Masculinities (30 January) (30 January)
Pringle, Richard. 2007. Sport, Males and Masculinity. In: Collins, C. and Jackson, S. (eds.) Sport in Aotearoa/New Zealand Society. (pp. 203-215). 2nd ed. South Melbourne, Vic ; Auckland: Thomson. Suggested optional readings Campbell, Hugh, Robin Law and James Honeyfield. 1999. 'What it Means to be a Man': Hegemonic Masculinity and the Reinvention of Beer. In R. Law, H. Campbell and J. Dolan (eds.) Masculinities in Aotearoa/New Zealand. (pp. 166-186). Palmerston North: Dunmore. Teaiwa, Teresia and Sean Mallon. 2005. Ambivalent Kinships? Pacific People in New Zealand. In: Liu, J.H., McCreanor, T., McIntosh, T. and Teaiwa, T. (eds.) New Zealand Identities: Departures and Destinations. (pp. 207-229). Wellington: Victoria University Press. 20. 21. 22. Queer masculinities Gender and paid work: A site of in/equality? Womens movement and social change (31 January) (1 February) (1 February)
READINGS Town, Shane. 1999. Queer(Y)ing Masculinities in Schools: Faggots, Fairies and the First XV. In: Law, R., Campbell, H. and Dolan, J. (eds.) Masculinities in Aotearoa/New Zealand. (pp. 166-186). Palmerston North: Dunmore. AND Murray, Georgina. 2006. Gender and the Ruling Class. Capitalist Networks and Social Power in Australia and New Zealand. (pp. 177-199). ldershot, Hants, England; Burlington, VT: Ashgate. Suggested optional readings Brickell, Chris. 2005. The Emergence of a Gay Identity. In: A. Kirkman and P. Moloney (eds.) Sexuality Down Under: Social and Historical Perspectives. (pp. 3747). Dunedin: Otago University Press. Roper, Brian S. 2005. Ethnicity, Gender and Movements for Change. Prosperity for All? Economic, Social and Political Change in New Zealand since 1935. (PP. 68-83). Southbank, Vic: Thomson. Suggested optional readings Gray, S. 2008. Out of Sight, Out of Mind: The New Zealand Womens Movement. In: Grey, S. And Sawer, M. (eds.) Womens Movements: Flourishing or in Abeyance? (pp. 65-78). London and New York: Routledge.
READING Currie, Elliott. 1997. Market, Crime and Community: Toward a Mid-Range Theory of Post-Industrial Violence. Theoretical Criminology, 1(2): 147-172. AND Pratt, John and Clark, Marie. 2005. Penal Populisim in New Zealand. Punishment and Society, 7(3): 303-322.
WEEK 7 26. 27. 28. Green New Zealand? Clean, green and 100% pure? Discussion session Green food? (13 February) (13 February) (14 February)
READINGS Dew, Kevin. 1999. National Identity and Controversy: New Zealand's Clean Green Image and Pentachlorophenol. Health&Place, 5(1): 45-57. AND Lockie, Stewart, Kristen Lyons and Geoffrey Lawrence. 2000. Constructing Green Foods: Corporate Capital, Risk, and Organic Farming in Australia and New Zealand. Agriculture and Human Values, 17(4): 315322. Suggested optional reading Walrond, Carl. 2011. Crime and the Media. Te Ara - the Encyclopedia of New Zealand, updated 5 April. Available from http://www.teara.govt.nz/en/crime-andthe-media [Accessed 11 June 2012].
29. 30.
Revision Revision
10
RESPONSIVE READING ASSIGNMENT INFORMATION Using the questions in the course reader as a guide to what is important, write a 500 word response (summary) of each reading. Your response should discuss the key ideas each author draws on and the key claims each author makes. Write a 500 word reflection on the most significant thing you have learnt out of this assignment. You should focus in particular on the ideas that you have encountered as a result of your engagement with the readings and the course material, as well as any shift in your thinking as a result of discussions about these readings in lectures and in tutorials. How does the information explored in the readings sit with other academics arguments on the topics? You are expected to find at least FOUR additional resources (TWO for each chapter) to broaden your engagement with the issues explored in the readings. You are not allowed to use the internet. Electronic resources, such as journal articles, can only be used if they are accessed through the library. You may use statistical data from Statistics New Zealand (www.statistics.govt.nz). The use of any other internet sources will be penalised. Do not forget to reference any extra sources. See CECIL for a guide to the required referencing style. You must submit two copies of your assignment: One should be an electronic copy submitted to TURNITIN, an Internet-based anti-plagiarism programme. Remember to print out and attach the receipt to your assignment showing that you have submitted your assignment. One should be a hard copy which must be placed in the Sociology department essay box, opposite the lifts on the 9th Floor of HSB. This hardcopy should have: A Department of Sociology essay coversheet Read the coversheet closely and sign it The checklist (available on CECIL and provided to you in tutorial 8); ticked and signed The word count at the end of each section Your TURNITIN receipt (not the full submission!) The assignment Both copies of the assignment must be submitted by 4:30pm on Thursday February 7 and they must be exactly the same. Your assignment will not be marked if we do not receive a print copy and your mark will not be released if you do not submit your work to TURNITIN. The password and course ID needed for Turnitin.com will be posted on CECIL. PLAGIARISM Using the work of other writers when preparing an assignment and pretending it is your own by not acknowledging where it came from is called plagiarism. Even when
11
you are not intending to cheat, submitting someone elses work or ideas does not provide evidence of your own grasp of the material and thus cannot earn you marks. This is the University of Aucklands policy on plagiarism: The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting his or her learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the worldwide web. A student's assessed work may be reviewed against electronic source material using computerised detection mechanisms. Upon reasonable request, students may be required to provide an electronic version of their work for computerised review. We will be using TURNITIN to check for plagiarism so be warned! Read and follow the Department of Sociologys Referencing Guideline available on CECIL. If you have any uncertainties, talk to your tutor before you submit your assignment. Serious plagiarism will result in a 0 grade in the first instance and may potentially result in disqualification from your university programme. EXTENSIONS Late assignments will lose one grade per working day (i.e. a B assignment will drop to B- if it is a day late). Sociology staff will empty the assignment box at 11 am on the due date. Anything submitted after that is considered late. Any assignment that is over one week late (handed it on or after 9 October 2012) will not be graded unless an extension (based on appropriate evidence, such as a medical certificate) has been negotiated with your tutor before the assignment is due.
12
STUDENT SUPPORT SERVICES The Student Learning Centre (www.slc.auckland.ac.nz) offers help to students in developing effective academic learning and performance skills, and helps those who encounter difficulties in their studies. The Student Learning Centre caters for all students and all their study needs. It is located on Level 3 of the Kate Edger Student Information Commons Offers courses and individual consultations on how to perform at your best at university For all students from 1st year to doctoral level Covers everything from conversation skills and essay writing, to reading and thesis writing R.EAL Programme (Results for English as an Additional Language for students) LEX - (Language Exchange) Programme English Language Enrichment (www.cad.auckland.ac.nz/index.php?p=ele) offers students effective English language support in an electronic learning environment. It is located in the Kate Edger Student Information Commons on Level 1 opposite the University Bookshop You can meet with a personal language advisor who will give you advice on the best way to improve your academic English You can use the 1000+ language learning materials in your own time There are group activities and workshops to give you further practice The Department of Applied Language Studies and Linguistics (www.arts.auckland.ac.nz/dalsl) offers credit courses for students for whom English is an additional language that can help with academic English writing, listening and speaking. The Tuakana Arts Programme provides support for Mori, Pacific and other students who would like assistance with study habits, essays writing and exam preparation through a peer mentoring arrangement. The Tuakana mentors for Sociology have offices in the Sociology Department, 9th floor HSB. Drop by or listen out in lectures for information about how to join the Tuakana programme. We understand that life has a habit of turning upside down at the most inopportune times. All staff members involved in this course are committed to help you succeed. However, we cannot assist you if you do not ask for help. Make use of office hours and keep your tutor informed if you run into difficulties as soon as possible.
13
GUIDELINES ON DEALING WITH PROBLEMS AND COMPLAINTS Sometimes, in the course of studying, students can encounter issues or problems with an aspect of their learning experiences that they would like resolved. The kinds of problems students encounter can be diverse: it might be an issue with lecture content, or a belief that an assignment or mark has not been marked fairly, or a feeling that a tutor or lecturer is not behaving respectfully. When such problems arise the University recognises that it is usually best for the matter to be resolved promptly and informally. There are a number of people within the Sociology Department and in the University who can assist you resolving problems or complaints. When the problem is related to a course its content, a mark for an essay/assignment, or feedback on an essay/assignment then it is usually preferably to speak to the person most directly concerned, which will normally be a tutor or lecturer. Should the matter remain unresolved following such a conversation and it is serious enough to warrant a complaint then these should be taken, in the first instance, to the Deputy Head of Department, Dr Vivienne Elizabeth (v.elizabeth@auckland.ac.nz). If it is not possible to resolve the complaint informally and a formal complaint procedure is activated this will be handled by the Head of Department, Professor Alan France. When the problem is one of tutor and/or lecturer behaviour the matter should be taken directly to the Deputy Head of Department, Dr Vivienne Elizabeth (v.elizabeth@auckland.ac.nz), or, if a formal complaint is being made, to the Head of Department, Professor Alan France (sociology-hod@auckland.ac.nz). Before formulating a complaint, students may wish to seek the advice from the following: The Student Learning Centre WAVE advocates (senioradvocate@ausa.org.nz) See: http://www.auckland.ac.nz/uoa/home/for/current-students/cs-studentsupport-and-services/student-advocacy-service Disability Services A University Counsellor A University Chaplain The University Mediator They might also want to consult: The Student Charter; see: http://www.auckland.ac.nz/uoa/home/for/currentstudents/cs-academic-information/cs-regulations-policies-and-guidelines/cs-studentcharter and/or The Student Learning and Research Grievance Procedures See: http://www.auckland.ac.nz/uoa/home/for/current-students/cs-academicinformation/cs-regulations-policies-and-guidelines/cs-grievances 14