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1
Department of Sociology
Understanding
Aotearoa/New Zealand
Sociology 101/101G Summer school 2013
Lecturer:
Matthew Wynyard
Room 916, Human Sciences Building (HSB916)
Email: [email protected]
Classes: Wednesday: 9-10 am, 12-1 pm
Thursday: 9-10 am
Friday: 9-10 am, 12-1 pm
Location: TBA
Lecturer’s Office
Hours:
Thursday 12-1 pm
Friday: 1:30 -2:30 pm
Or by appointment
Tutorials
Refer to Student Services Online (SSO)
2
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.
3
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.
4
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.
5
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
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.
6
LECTURE PROGRAMME
WEEK 1
1. Introduction (4 January)
2. What is Sociology? (4 January)
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. A settler society ( 9 January)
4. Māori identities ( 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. Māori 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: Māori
TV.
Leonard, Ernie. 1984. A Big Country. New Zealand: TVNZ.
Wai Ata Productions. 2000. Inside New Zealand: The Truth About Māori. New
Zealand: TV3.
5. Political activism and land protests (10 January)
Te Reo Television. 1997. Inside New Zealand: Radicals. New Zealand: TV3 Network
and New Zealand on Air.
7
6. Māori sovereignty / tino rangatiratanga (11 January)
7. Pākehā identity (11 January)
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. 59-
88). 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 Pākehā 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. Land and race relation debates in New Zealand (16 January)
9. Super tutorial: test preparation (16 January)
10. IN CLASS TEST (17 January)
11. Neoliberalism down under (18 January)
12. Class inequality now (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.
8
WEEK 4
13. The New Zealand revolution (23 January)
14. Inequality in contemporary Aotearoa – discussion session (23 January)
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. Migration and multiculturalism (24 January)
16. Chinese identities (25 January)
17. Pacific identities (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. 174-
190). 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.
9
WEEK 5
18. Indian identities (30 January)
19. Masculinities (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. Queer masculinities (31 January)
21. Gender and paid work: A site of in/equality? (1 February)
22. Women’s movement and social change (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. 37-
47). 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 Women’s Movement. In:
Grey, S. And Sawer, M. (eds.) Women’s Movements: Flourishing or in Abeyance?
(pp. 65-78). London and New York: Routledge.
10
WEEK 6
Assignment due on Thursday February 7 5:00pm
23. Gender inequality now – discussion session (7 February)
24. A violent society? (8 February)
25. An incarcerated society? (8 February)
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. Green New Zealand? (13 February)
27. Clean, green and 100% pure? Discussion session (13 February)
28. Green food? (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): 315–322.
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-and-
the-media [Accessed 11 June 2012].
29. Revision (15 February)
30. Revision (15 February)
11
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
12
you are not intending to cheat, submitting someone else’s 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 Auckland’s 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 world-
wide 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 Sociology’s 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.
13
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 Māori, 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.
14
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
([email protected]). 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
([email protected]), or, if a formal complaint is being made, to the Head
of Department, Professor Alan France ([email protected]).
Before formulating a complaint, students may wish to seek the advice from the
following:
• The Student Learning Centre
• WAVE advocates ([email protected])
See: http://www.auckland.ac.nz/uoa/home/for/current-students/cs-student-
support-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/current-
students/cs-academic-information/cs-regulations-policies-and-guidelines/cs-student-
charter
and/or
• The Student Learning and Research Grievance Procedures
See: http://www.auckland.ac.nz/uoa/home/for/current-students/cs-academic-
information/cs-regulations-policies-and-guidelines/cs-grievances