COURSE SYLLABUS
CAS AN 3xx and HI 3xx
AOTEAROA NEW ZEALAND: HISTORY, CULTURE, SOCIETY, & POLITICS
Dick Frizzell. 1997. Mickey to Tiki – Tumeke.
This course is designed exclusively for students on the Boston University Study Abroad Program, Auckland
CAS AN 3xx and HI 3xx
AOTEAROA NEW ZEALAND: HISTORY, CULTURE, SOCIETY, & POLITICS
An introduction to the understanding of the history, culture, society, and politics of Aotearoa New Zealand. This course provides a basic knowledge of history and the way European colonization and indigenous Māori resistance shapes contemporary society and politics. Unique perspectives on Māori cultural practices, mythology, and spiritual beliefs are provided through experiential learning and cross-cultural comparisons with global diversity. Field trips to Māori cultural centers, beautiful nature reserves, and walking tours of public art provide an essential background in cultural awareness to this course.
This course is designed exclusively for students on the Boston University Study Abroad Program, Auckland. The course will be taught and graded by Auckland based faculty and credit is awarded by Boston University. Marking and grading of coursework and tests use the Boston University system of grades and points.
Faculty:
Dr Vivienne Kent Course Convenor; and Lecturer for History and Society of Aotearoa New Zealand Boston University Study Abroad Program, Auckland [email protected] 021-234-5426 Vivienne Kent is the Academic Co-ordinator for the Boston University Study Abroad Program in Auckland. She also teaches social sciences and New Zealand history at The University of Auckland and AUT University, as well as working in various programs for the International Office at The University of Auckland. Vivienne has taught courses on the history, society, and culture of Aotearoa New Zealand, as well as teaching on human rights in Oceania, and sociology courses on various topics, such as gender, violence, and the media.
Associate Professor Jane Verbitsky Lecturer for New Zealand Politics School of Social Sciences and Public Policy AUT University [email protected] 09-921-9999, ext. 5116 Jane Verbitsky is Associate Professor in the School of Social Sciences and Public Policy at AUT University, where she is Program Leader for Conflict Resolution. Jane’s research interests are broadly centered on international governance and trans-national policy areas. In particular, her recent research has focused on: Antarctic governance; justice institutions (both domestic and international); and New Zealand’s refugee policy.
Mr Brett Armstrong Assistant Director at Boston University Study Abroad, Auckland [email protected] 027-510-2344 Brett Armstrong has taught the ‘Sociology of Auckland’ paper for the Sociology Department of The University of Auckland. His research interests include urban sociology, gerontology, and social and health policy. He is originally from San Diego and has lived in Auckland since 2003. Brett attended Chapman University in California for two years before moving to New Zealand and completing his undergraduate and postgraduate study at The University of Auckland.
2 CAS AN 3xx and HI 3xx Learning Outcomes: 1. Students will demonstrate a knowledge of the historical and political forces that have shaped and continue to influence Aotearoa New Zealand, from pre-colonial through post-colonial eras; and show an understanding of how this history and politics continues to shape the modern society and culture of Aotearoa New Zealand. 2. Students will respectfully participate in indigenous Māori cultural events, learning basic skills in te reo (language) and tikanga (cultural practices), and demonstrate a detailed understanding of two cultural contexts and worldviews: that of Māori and that of the contemporary descendants of the European colonizers of Aotearoa New Zealand. 3. Students will demonstrate an understanding of the challenges and pleasures of immersion in a new and unfamiliar culture, in a Māori marae (cultural center). 4. Students will demonstrate an understanding of global diversity through a comparative analysis of mythology. 5. Students will develop and practice the concept of the sociological imagination as it pertains to Aotearoa New Zealand, analyzing historical, ethnic, socioeconomic, political, religious and spiritual, linguistic, gendered, and cultural experiences. Through these practices it is expected that students will gain greater insight into events elsewhere in the world, including their home countries.
The in-class tests, assignment papers, and group presentations are designed to evaluate student success in achieving these learning outcomes.
CAS AN 3xx and HI 3xx learning outcomes are aligned with BU HUB ‘Diversity, Civic Engagement, and Global Citizenship units ‘The Individual in Community’ and ‘Global Citizenship and Intercultural Literacy’ learning outcomes.
The Individual in Community learning outcomes: 1. Students will analyze at least one of the dimensions of experience – historical, racial, socioeconomic, political, gender, linguistic, religious or cultural – that inform our own worldviews and beliefs as well as those of other individuals and societies. 2. Students will participate respectfully in different communities such as campus, citywide, national, and international groups, and recognize and reflect on the issues relevant to those communities.
Global Citizenship and Intercultural Literacy learning outcomes: 1. Students will demonstrate, through comparative analysis, an understanding of global diversity as expressed in at least two different languages, cultures, religions, political systems, or societies. 2. Students will demonstrate detailed understanding of at least two cultural contexts through foreign language or culture study at BU, participation in a language or culture living-learning community at BU, or study abroad. This will involve reflection on the challenges and pleasures students discover in orienting themselves in new and unfamiliar cultures.
Teaching Methodology: The course will be taught through lectures, tutorials, audio-visual sources, assignment papers, an in-class test, student group presentations, and field trips.
3
BOSTON UNIVERSITY GRADING TABLE
LETTER GRADE PERCENT RANGE DEFINITION A 93 – 100 Excellent A- 89 – 92 B+ 85 – 88 B 81 – 84 Good B- 77 – 80 C+ 73 – 76 C 69 – 72 Satisfactory C- 65 – 68 D 60 – 64 Low Pass F <60 Fail
GRADES SCHEDULE A: Excellent. Papers based on wide reading (properly acknowledged through footnotes and bibliography). These papers present well-constructed arguments and show a clear grasp of the major issues. Outstanding papers also exhibit independent and creative thinking and individual flair in expressing complex ideas. They observe the conventions of prose style appropriate to academic work.
B: Good/competent. Papers which are clearly structured and where the argument leads to a conclusion. They are based on adequate reading (properly acknowledged through footnotes and bibliography) and their meaning is clearly expressed in conventional prose.
C: Satisfactory. Papers written in clear, conventional prose which show a reasonable attempt to answer the question but display one of the following faults: inadequate reading, misunderstanding of the sources, confused argument, and inadequate attention to footnotes and bibliography. Serious failings in two or more of these aspects will probably result in a fail grade.
COURSE MODULES: Module 1: A History of Aotearoa New Zealand & an Introduction to Māori Culture Module 2: The Road to Biculturalism & Modern Politics Module 3: The Individual in Community in Aotearoa New Zealand
GRADING BREAKDOWN: 10% PhotoVoice assignment (cultural contexts and worldviews LO1 LO2 LO3 LO4) 30% In-Class Test (politics, mythology, worldviews and beliefs: two essays and multichoice questions LO1 LO2 LO4 LO5) 20% Student Group Presentations (the individual in community LO1 LO5) 20% Art Trail Assignment essay (culture – comparative analysis LO1 LO2 LO5) 20% Auckland Art Gallery & Auckland Museum essay (culture – comparative analysis LO1 LO2 LO5)
COURSE POLICIES: ATTENDANCE STATEMENT FROM BOSTON UNIVERSITY While on a Boston University Study Abroad Program, students continue their academic progress, earning BU credits towards their undergraduate degree while abroad. Students who enrol in a BU Study Abroad program do so with the understanding that these are academic programs with scheduled class meetings, internship placements and program-wide activities and excursions. Attendance is expected and required. Personal travel and visits from family and friends will not be considered excused absences while on a BU Study Abroad program. Students are expected to adhere to the local attendance policies as stated in course syllabi.
4 ATTENDANCE STATEMENT FROM AUCKLAND STUDY ABROAD PROGRAM Students are expected to arrive promptly at all lectures and tutorials, to have prepared the assigned readings, and to contribute to discussions. Authorized assignment extensions and class absences are granted at the discretion of your instructor, Dr Vivienne Kent. Unauthorized lateness when submitting work, or unauthorized absences from class, will be penalized by a drop in your grade, at the discretion of your instructor and the Boston University Study Abroad Director and Assistant Director.
PENALTIES: Penalties for late arrival to class and for unexcused absences, and late assignment submissions where an extension has not been requested and granted, will be assessed after the final grade for the course has been calculated.
DEADLINES: Deadlines for coursework are NOT generally negotiable. Any work submitted after the due date and without an extension will be treated as overdue and penalties will apply. Out-of-class assessments (research papers etc.) are due no later than 5pm on the due date. Assignments handed in after 5pm will not be processed until the following work day and penalties will apply. HOW TO SEEK/REQUEST/APPLY FOR AN EXTENSION OR ABSENCE FROM CLASS: In case of serious circumstances beyond the student’s control (see below), they may apply to Dr Vivienne Kent for an extension or absence via email [email protected] Students should request extensions or absences 2-3 days in advance. Only in serious circumstances will late requests for extensions or absences be considered. Assignments lost through computer malfunctions are not considered grounds for an extension: it is the responsibility of all students to back up their work.
Serious circumstances mean an event such as a sudden illness (in the case of in-class tests or absences from class) or long-term illness (for research papers etc. done over a week or more); if an emergency situation arises that is not an illness, e.g. an accident, any kind of life-threatening event, or if a serious family problem arises back home, please contact Dr Vivienne Kent as soon as possible. While Auckland faculty are sympathetic and supportive to students with genuine difficulties that affect academic work, time management problems such as too many assignments due at once, wanting to go on holiday, relatives visiting from overseas etc., are NOT regarded as serious circumstances and will not warrant an extension or absence.
Only ONE extension can be granted to a student per assignment. Overdue assignments submitted more than five days late will not be marked nor will assignments be marked if submitted after the assignment has been marked and returned. Unmarked assignments will be held until the end of the semester, at which time the marker may choose to award a minimal completion mark (1 or 2 per cent) in cases where the final grade for the student is borderline (F). For this reason, it is better to hand in a late and incomplete assignment than no assignment at all.
Unexcused absences from class will result in 5 points deducted from the final mark for each class missed, and this will be imposed after the final grade for the course has been calculated. The same penalty also applies to absences that are requested but do not fulfil criteria: note that you may be granted permission to miss a class or classes due to circumstances such as visiting family, but as this is not defined as a serious issue you will still be penalized by losing marks, at 5 points per class missed. Penalties also apply to the Auckland Bus Trip and the Rotorua Field Trip, where 5 points will be deducted for unexcused absences or late arrivals to excursions.
Students must behave responsibly at all times on all field trips. All Boston University policies concerning behavior, alcohol, and drugs apply to your time in Aotearoa New Zealand.
DISABILITY ACCOMMODATION: Boston University provides reasonable accommodations to eligible individuals with disabilities in conformance with Section 504 of the Rehabilitation Act of 1973 and with the Americans with Disabilities Act of 1990. Requests for disability accommodations must be made in a timely fashion through Disability Services at Boston University, which requires documentation of disability. The Boston office will then contact the Auckland Program Director and provide relevant information. Please approach your instructor in SS-315 immediately the course begins and check that your documentation has been
5 received. It takes time to arrange special considerations so please plan ahead to assist Auckland faculty in ensuring you receive your entitlements.
ACADEMIC CONDUCT CODE: It is every students’ responsibility to read the Boston University statement on plagiarism, which is available in the Academic Conduct Code. Students are advised that the penalty against students on a Boston University program for cheating on examinations or for plagiarism may be ‘expulsion from the program or the University or such other penalty as may be recommended by the Committee on Student Academic Conduct, subject to approval by the Dean.’ http://www.bu.edu/academics/policies/academic-conduct-code/
PLEASE NOTE THAT ALL FORMAL CLASSES BEGIN AT 5PM
FIELD TRIPS Participation in the Auckland bus trip and the Rotorua field trip arranged by the Boston University Resident Course Director is a requirement of the course. The one-day trips to Rangitoto Island, Tiri Matangi, and the west coast beaches are optional. Boston University policies concerning behavior, alcohol, and drugs apply to all field trips.
Auckland Bus Trip: compulsory one-day excursion, around Tāmaki Makaurau / Auckland and environs.
Rotorua Field Trip: compulsory three-day excursion, to Rotorua and environs, including noho marae, which is an overnight stay on a Māori cultural center.
Rangitoto Island Field Trip: optional one-day excursion to a volcanic island in the Hauraki Gulf, a short ferry trip from downtown. The island is a haven for precious native flora and fauna. The summit track climbs through the world’s largest pōhutukawa forest, and there is a spectacular panoramic view of Tāmaki Makaurau / Auckland.
West Coast Beaches Field Trip: optional one-day excursion to the wild west coast of Tāmaki Makaurau / Auckland. This area is renowned for its rugged beauty, where Te Tai-o-Rehua / the Tasman Sea’s mighty surf crashes onto vast black sand beaches. Karekare, Piha, Te Henga, and Muriwai all have an untamed beauty, and we will visit one of these locations to explore the environment, and to watch the sunset.
Tiritiri Matangi Field Trip: optional one-day excursion to one of Aotearoa New Zealand’s most important and exciting conservation projects. A hundred and twenty years of farming had seen the island stripped of 94% of its native bush and wildlife, but since 1984 conservation volunteers have planted over 300,000 native trees, eradicated all mammalian predators, and a number of endangered and threatened native bird and reptile species have been successfully introduced, including the flightless tākahe, one of the world’s rarest bird species. The project is managed by the Department of Conservation. Access is by ferry from central Tāmaki Makaurau / Auckland.
6 CAS AN 3xx and HI 3xx SYLLABUS All readings are available on Blackboard, and provide more information on each class topic. Readings may be changed or added at the lecturer’s discretion. The classes may not be taught in this order, depending on staff availability.
MODULE 1: A HISTORY OF AOTEAROA NEW ZEALAND & AN INTRODUCTION TO MĀORI CULTURE
Module 1 introduces you to the history of Aotearoa New Zealand, the last large land mass in the world to be inhabited by humans. The first settlers were Polynesian voyagers who discovered Aotearoa at least one thousand years ago, and their descendants are now known as Māori. Europeans (locally identified as Pākehā) arrived later, with Abel Janszoon Tasman (Netherlands) first sighting Aotearoa in 1642; but no Europeans set foot on the land until James Cook’s voyage (from Great Britain) came here in 1769. In 1840, Māori rangatira (chiefs) and the British Crown signed The Treaty of Waitangi / Te Tiriti o Waitangi, a legal document that was meant to establish a partnership between the two peoples. However, this alliance was not honored by the Crown or by the increasing numbers of mostly British settlers who migrated to Aotearoa New Zealand. After the New Zealand Wars of the 19th century, British traditions and culture became dominant and colonization accelerated; Māori lost most of their tribal lands and were expected to adopt a Pākehā way of life.
INTRODUCTORY CLASS Dr Vivienne Kent An introduction to the course and its required assignments.
THE LAY OF THE LAND Dr Vivienne Kent Today we will introduce ourselves, and look at the origins of Aotearoa New Zealand. Translations between Te Reo Māori and English language are drawn from:
John C. Moorfield. 2012. Te Whanake: Te Aka Māori-English, English-Māori Dictionary. Auckland: Pearson. This is also available online: http://maoridictionary.co.nz
Recommended Readings: Atholl Anderson. 2015. ‘Ancient Origins, 3000 BC–AD 1300,’ in Atholl Anderson, Judith Binney, & Aroha Harris. Tangata Whenua: A History. Wellington: BWB, pp. 9-32.
Epeli Hau’ofa. 1994. ‘Our Sea of Islands.’ The Contemporary Pacific. Vol. 6 (1): pp. 147-161.
Anne Salmond. 2017. ‘Preface: Voyaging Worlds’ and ‘Afterword: Voyaging Stars’, in Tears of Rangi: Experiments across worlds. Auckland: Auckland University Press, pp. 1-3 and pp. 406-415.
Joeliee Seed-Pihama. 2019. ‘Naming our names and telling our stories,’ in Jo-ann Archibald, Q’um Q’um Xiiem, Jenny Bol Jun Lee-Morgan, and Jason De Santolo, eds. Decolonizing Research: Indigenous storywork as methodology. London: Zed Books, pp. 107-119.
TE AO MĀORI (THE MĀORI WORLD) Dr Vivienne Kent
Recommended Readings: Māori Marsden. 2003. ‘Definitions’ and ‘A Genealogy of the Cosmos,’ in The Woven Universe: Selected writings of Rev. Māori Marsden. Te Ahukaramū Charles Royal, ed. Ōtaki: Estate of Māori Marsden, pp. 172-181.
Ranginui Walker. 2004. ‘Ngā Tikanga Māori’ in Ka Whawhai Tonu Mātou: Struggle Without End. Auckland: Penguin Books, pp. 63-77.
7 EARLY ENCOUNTERS: MĀORI AND PĀKEHĀ (EUROPEAN) CONTACT Dr Vivienne Kent
Recommended Readings: Atholl Anderson. 2015. ‘In the Foreign Gaze, 1642-1820,’ in Atholl Anderson, Judith Binney, & Aroha Harris. Tangata Whenua: A History. Wellington: BWB, pp. 138-137.
Atholl Anderson. 2015. ‘Old Ways and New Means, 1810-1830,’ in Atholl Anderson, Judith Binney, & Aroha Harris. Tangata Whenua: A History. Wellington: BWB, pp. 138-163.
Judith Binney with Vincent O’Malley and Alan Ward. 2015. ‘The Coming of the Pākehā, 1820-1840,’ in Atholl Anderson, Judith Binney, & Aroha Harris. Tangata Whenua: A History. Wellington: BWB, pp. 167- 193.
Vincent O’Malley. 2012. ‘On the Middle Ground,’ in The Meeting Place: Māori and Pākehā Encounters, 1642-1840. Auckland: Auckland University Press, pp. 70-109.
Anne Salmond. 2014. First Contact: Tasman’s Arrival in Taitapu, 1642. Wellington: BWB.
Anne Salmond. 2017. ‘Hongi Hika and Thomas Kendall’ and ‘How D’ye Do, Mr King Shungee,’ in Tears of Rangi: Experiments Across Worlds. Auckland: Auckland University Press, pp. 97-124 and pp. 125-149.
THE TREATY OF WAITANGI / TE TIRITI O WAITANGI & THE NEW ZEALAND WARS Dr Vivienne Kent
Recommended Readings: Judith Binney with Vincent O’Malley and Alan Ward. 2015. ‘Rangatiratanga and Kāwanatanga, 1840- 1860,’ in Atholl Anderson, Judith Binney, & Aroha Harris. Tangata Whenua: A History. Wellington: BWB, pp. 194-227.
Judith Binney with Vincent O’Malley and Alan Ward. 2015. ‘Wars and Survival, 1860-1872,’ in Atholl Anderson, Judith Binney, & Aroha Harris. Tangata Whenua: A History. Wellington: BWB, pp. 228-252.
Vincent O’Malley. 2019. The New Zealand Wars: Ngā Pākanga O Aotearoa. Wellington: BWB, pp. 8-13 and pp. 235-257.
Claudia Orange. 2014. What Happened at Waitangi? Wellington: BWB.
The New Zealand Wars Ngā Pākanga Whenua O Mua. This website run by Dr Danny Keenan presents aspects of the New Zealand Wars fought between Māori and the British Crown throughout most of the 19th century, and emphasizes Māori histories of these engagements in the global context of wars fought against native peoples. http://newzealandwars.co.nz/
First Saturday of Course: BUS TRIP AROUND TĀMAKI MAKAURAU / AUCKLAND
This excursion is designed to familiarize you with Auckland and its environs: a place known to Māori as Tāmaki Makaurau, which means ‘the isthmus desired by many lovers’, so-called because many people have fought over the right to live in this beautiful and fertile place. You will visit the summit of Maungawhau / Mt Eden, Mission Bay Beach, Tākaparawhau / Bastion Point, the Arataki center in the Waitākere rainforest, and the wild west coast black sand beach of Piha.
8
KAITIAKITANGA & TIKANGA MĀORI Taught by staff from Te Wānanga-o-Waipapa / Department of Māori Studies The University of Auckland
Students will participate in a storytelling evening, and experience an introduction to the Māori holistic worldview, while visiting the beautiful carved meeting house, Tānenuiarangi.
Tales of larger-than-life heroes, tricksters, and magical beings, who have enchanted throughout the ages will be woven; these rich and significant taonga (treasures) still speak to contemporary issues. Māori myths will be compared with those of other cultures, and global diversity will be discussed.
A lesson on Māori tikanga, or cultural practices, is included, which will prepare students for the field trip to Rotorua.
✪Please note that this is a 3-hour class. This class will be held in Tānenuiarangi, Waipapa Marae, The University of Auckland.
Recommended Readings: Excerpts from Bruce Biggs. 1997. He Whiriwhiringa: Selected Readings in Māori. Auckland: AUP. Excerpts from Lewis Hyde. 2008. Trickster Makes This World: How Disruptive Imagination Creates Culture. Edinburgh: Canongate. Excerpts from Māori Marsden. 2003. The Woven Universe: Selected writings of Rev. Māori Marsden. Te Ahukaramū Charles Royal, ed. Ōtaki: Estate of Māori Marsden. *‘God, Man, and Universe: A Māori view,’ pp. 2-23. *‘Kaitiakitanga: A definitive introduction to the holistic worldview of the Māori,’ pp. 54-72.
Three-day event FIELD TRIP TO ROTORUA NOHO MARAE
This field trip provides students with an immersive experience of Māori culture. Students will stay on a Rotorua Marae (a Māori cultural center) for two nights, and enjoy various cultural activities as well as take part in discussions, led by Māori kaiako / teachers from our host iwi (tribe), about The Treaty of Waitangi / Te Tiriti o Waitangi and its importance in contemporary society in Aotearoa New Zealand.
BU staff will accompany students on this field trip, as well as a staff member from Te Wānanga-o- Waipapa / Department of Māori Studies, The University of Auckland, who will provide additional learning experiences using comparative analysis of cultural learning and of language.
A PhotoVoice assignment, worth 10% of the final mark, is designed to test the knowledge gained on the field trip. This assignment will involve reflections on the challenges and pleasures students discover while experiencing a new and unfamiliar culture during the field trip.
9 MODULE 2: THE ROAD TO BICULTURALISM & MODERN POLITICS
In Module 2 we consider the modern bicultural state of Aotearoa New Zealand. We have already briefly examined how it was created through the protests and struggles that resulted in an on-going legal and political settlement between Māori and Pākehā. As discussed in Module 1, The Treaty of Waitangi / Te Tiriti o Waitangi, signed in 1840, was meant to establish a partnership between Māori and Pākehā but was in reality repeatedly violated by the Crown and the settler state. From the 1970s a renaissance of Māori culture began, along with growing Māori campaigns over issues such as land loss and other breaches of the Treaty. By the 1980s more Pākehā, also began supporting Māori rights, especially young Pākehā studying at university; and eventually the New Zealand government began describing The Treaty as New Zealand’s founding document, advocating biculturalism and a modern legal and political partnership between Māori and Pākehā. Indeed, the Waitangi Tribunal / Te Rōpū Whakamana i te Tiriti o Waitangi, established as a direct result of Māori activism in the 1970s to hear Māori grievances over breaches of Te Tiriti, is engaged in a long process of settling the wrongs of the past, returning some of the land stolen during colonization, and paying reparations to iwi. There is furthermore an increasingly explicit connection between The Treaty of Waitangi / Te Tiriti o Waitangi and the international human rights system, especially the United Nations Declaration on the Rights of Indigenous Peoples (2007). This module will look at how a desire for social justice has become incorporated into the modern political system in Aotearoa New Zealand; and we will further examine how this system has continued to change in order to include an increasingly multicultural population in the present day. We will examine the modern political system in Aotearoa New Zealand; we will also discuss modern foreign policy, focusing on the relationship between Aotearoa New Zealand and the United States of America.
PROTEST! Dr Vivienne Kent
Recommended Readings: Excerpts from Aroha Harris. 2004. Hīkoi: Forty Years of Māori Protest. Wellington: Huia.
Ella Kahu. 2017. ‘Shout it out: Participation and protest in public life,’ in Trudie Cain, Ella Kahu, & Richard Shaw, eds. Tūrangawaewae: Identity & Belonging in Aotearoa New Zealand. Auckland: Massey University Press, pp. 97-113.
THE MODERN POLITICAL SYSTEM IN AOTEAROA NEW ZEALAND Dr Jane Verbitsky
Recommended Readings: New Zealand Parliament House Seating Plan. What is Parliament? How a Bill becomes Law. All available from www.parliament.nz
Raymond Miller. 2015. ‘Political System,’ in Democracy in New Zealand. Auckland: Auckland University Press, pp. 24-44.
FOREIGN POLICY: AOTEAROA NEW ZEALAND & THE USA Dr Jane Verbitsky
Recommended Readings: New Zealand Government. 2016. ‘Executive Summary’ and ‘Chapter 3: New Zealand’s Strategic Outlook to 2040’ in Defence White Paper 2016. Wellington: Ministry of Defence. http://www.nzdf.mil.nz/downloads/pdf/public-docs/2016/defence-white-paper-2016.pdf
Please note that other readings on NZ / USA foreign relations will be announced prior to the class, drawn from the most recent publications.
10 THE WAITANGI TRIBUNAL & SOCIAL JUSTICE Dr Jane Verbitsky
Recommended Readings Excerpts from Rachael Bell, Margaret Kawharu, Kerry Taylor, Michael Belgrave, & Peter Meihana, eds. 2015. The Treaty on the Ground: Where we are headed, and why it matters. Auckland: Massey University Press.
Geoffrey Melvin. 2001. The Claims Process of the Waitangi Tribunal. Wellington: Waitangi Tribunal, pp. 1-14 and pp. 45-47.
Waitangi Tribunal. 2014. Strategic Directions 2014–2025. Wellington: Waitangi Tribunal. https://waitangitribunal.govt.nz/assets/Documents/Publications/WT-Strategic-direction-2014-to- 2025.pdf
HEALING OUR HISTORY Dr Vivienne Kent This tutorial discussion gives you the space to discuss your experiences during the Noho Marae, and to consolidate the knowledge you have gained about The Treaty of Waitangi / Te Tiriti o Waitangi and The Waitangi Tribunal / Te Rōpū Whakamana i te Tiriti o Waitangi in our studies thus far. How we can heal our history is a key issue in the establishment of modern identity in Aotearoa New Zealand; it is essential that students develop an understanding of this process, which is rooted in the nation’s history, politics, and culture.
Recommended Reading: Robert Consedine and Joanna Consedine. 2012. ‘Healing Our History,’ in Healing Our History: The challenge of the Treaty of Waitangi. Auckland: Penguin Books, pp. 221-241.
Bronwyn Campbell. 2011. ‘Te Tiriti o Waitangi: A Blueprint for the Future’, in Huia Tomlins-Jahnke and Malcolm Mulholland, eds. Mana Tangata: Politics of Empowerment. Wellington: Huia, pp. 45-64.
Ani Mikaere. 2011. ‘Are We All “New Zealanders” Now? A Māori Response to the Pākehā Quest for Indigeneity,’ in Ani Mikaere. Colonising Myths: Māori Realities. He Rukuruku Whakaaro. Wellington: Huia, pp. 97-119.
IN-CLASS TEST
The test consists of a series of multichoice questions and two essays that focus on comparative analysis.
1. Multichoice questions on Māori culture and the colonial history of Aotearoa New Zealand. 2. Demonstrate, through comparative analysis, an understanding of global diversity as expressed in the myths of two different cultures: Māori and another culture students are familiar with. 3. Demonstrate, through comparative analysis, an understanding of Aotearoa New Zealand’s unique political issues and concerns by comparing New Zealand’s foreign policy with that of the USA.
This test is worth 30% of the final mark.
11 MODULE 3: THE INDIVIDUAL IN COMMUNITY IN AOTEAROA NEW ZEALAND
Module 3 specifically focuses on modern identity in Aotearoa New Zealand. What does identity, belonging, and citizenship mean? Aotearoa New Zealand is the place of belonging for all New Zealanders, in all our contemporary diversity. As Māori describe it, it is our tūrangawaewae (place to stand); and the fabric of individual identity is achieved by weaving together many threads, with multiple identities. We will begin by thinking about cultural identity, building on the knowledge already gained by experiencing the relationship between Māori and Pākehā in Aotearoa New Zealand. Students will then consider global diversity, as Tāmaki Makaurau / Auckland is nowadays a city inhabited by more than 213 different ethnicities: modern Aotearoa New Zealand is a multicultural society. Students will learn how to think sociologically about how a society and its people are formed; and then go on to investigate important aspects of identity construction by beginning to explore the faces, voices, places, and stories of Aotearoa New Zealand.
CULTURAL IDENTITY Dr Vivienne Kent
Recommended Readings: Claudia Bell. 2012. ‘Pākehā Identity and Material Culture,’ in Bruce M. Z. Cohen, ed. Being Cultural. Auckland: Pearson, pp. 179-191.
Trudie Cain. 2017. ‘Express yourself: Voice through the arts,’ in Trudie Cain, Ella Kahu, & Richard Shaw, eds. Tūrangawaewae: Identity & Belonging in Aotearoa New Zealand. Auckland: Massey University Press, pp. 115-135.
Hirini Moko Mead. 1996. ‘Māori art restructured, reorganised, re-examined, and reclaimed.’ He Pukenga Kōrero. Kōanga (Spring), Vol. 2 (1): pp. 1-7.
Shand, Peter. 2002. ‘Scenes from the Colonial Catwalk: Cultural Appropriation, Intellectual Property Rights, and Fashion.’ Cultural Analysis. Vol. 3, pp. 47-88.
TĀMAKI MAKAURAU / AUCKLAND WALKABOUT Dr Vivienne Kent
This walking tour gets you out of the classroom and into the streets of Tāmaki Makaurau / Auckland. We will look at several sites of historic interest and consider the way public space is shaped. What is the ‘public good’? What is a creative city? Can artists contribute to shaping physical manifestations of public good within the built environment? This excursion provides you with information for the ‘art trail’ assignment.
Recommended readings: Auckland Council. 2014. Public Art Policy. https://www.aucklandcouncil.govt.nz/plans-projects-policies-reports-bylaws/our- policies/Documents/public-art-policy.pdf and see also the Auckland Council website: https://www.aucklandcouncil.govt.nz/plans-projects-policies-reports-bylaws/our- policies/Pages/public-art-policy.aspx
Auckland Council. Public art on the waterfront. https://www.aucklandcouncil.govt.nz/arts-culture- heritage/arts/public-art-waterfront/Pages/default.aspx
Auckland Council. Step into heritage with our city public art trail. https://ourauckland.aucklandcouncil.govt.nz/articles/news/2018/9/step-into-heritage-with-auckland- councils-inner-city-public-art-trail/
Rhoda Fowler, et al. 2018. Te Paparahi, Toi Māori: Walks in the City. Auckland: Auckland Council.
K. Emma Ng. 2018. ‘Artistic Agency in Public Agencies.’ The Pantograph Punch. https://www.pantograph-punch.com/post/artistic-agency-public-agencies
12 THE SOCIOLOGICAL IMAGINATION, & IDENTITY IN AOTEAROA NEW ZEALAND Dr Vivienne Kent
Recommended Readings: Avril Bell. 2017. ‘Imagining Aotearoa New Zealand: The Politics of National Imaginings,’ in Avril Bell, Vivienne Elizabeth, Tracey McIntosh, & Matt Wynyard, eds. A land of milk & honey? Making sense of Aotearoa New Zealand. Auckland: Auckland University Press, pp. 57-68.
Golriz Ghahraman. 2018. ‘Who looks like a “Kiwi”? Who sounds like a “Kiwi”?’ in Andrew Becroft et al. The Big Questions: What is New Zealand’s Future? Auckland: Penguin/Random House, pp. 165-181.
Juliana Mansvelt, Trudie Cain, and Ann Dupuis. 2017. ‘Physical places: Home as place,’ in Trudie Cain, Ella Kahu, and Richard Shaw, eds. Tūrangawaewae: Identity & Belonging in Aotearoa New Zealand. Auckland: Massey University Press, pp. 145-163.
Excerpts from: Ruth McManus, Steve Matthewman, Chris Brickell, Gregor McLennan, & Paul Spoonley. 2019. Exploring Society: Sociology for New Zealand Students. 4th edn. Auckland: AUP.
MODERN IDENTITY IN AOTEAROA NEW ZEALAND: THE INDIVIDUAL IN COMMUNITY Dr Vivienne Kent This class is a tutorial discussion, where students work on their group presentations. The presentations cover a range of topics, for example: social stratification and class; racism and ethnicity; gender and sexuality; religion and spirituality; leisure and sport; deviance and crime; the environment and climate change; and cultural production.
Recommended readings: There is a wide range of readings provided, depending on the group topic. Please see the reference list at the end of the syllabus for examples.
STUDENT GROUP PRESENTATIONS Dr Vivienne Kent & Mr Brett Armstrong
Groups will present their allocated topics each evening, in front of an audience of their peers, who are expected to participate by asking relevant questions.
This assignment is worth 20% of the final grade, and is awarded collectively to each group.
ASSESSMENTS:
The in-class test, assignment papers, and group presentations are designed to evaluate student success in achieving the course learning outcomes, which are aligned with the learning outcomes from the BU HUB ‘Diversity, Civic Engagement, and Global Citizenship units ‘The Individual in Community’ and ‘Global Citizenship and Intercultural Literacy’. Note that more detailed information on the assignments will be provided in the classroom; and further resources and instructions are on Blackboard.
10% PhotoVoice assignment (cultural contexts and worldviews LO1 LO2 LO3 LO4) 30% In-Class Test (politics, mythology, worldviews and beliefs: two essays and multichoice questions LO1 LO2 LO4 LO5) 20% Student Group Presentations (the individual in community LO1 LO5) 20% Art Trail Assignment essay (culture – comparative analysis LO1 LO2 LO5) 20% Auckland Art Gallery & Auckland Museum essay (culture – comparative analysis LO1 LO2 LO5)
13 First Assignment: 10% PhotoVoice. Noho Marae: There is time set aside to work on the PhotoVoice during the weekend; the assignment will be completed after returning to Tāmaki Makaurau / Auckland. LO1 LO2 LO3 LO4 Participate respectfully in the Māori marae community, and reflect on and recognize the issues relevant to this community. Demonstrate an understanding of two cultural contexts. Reflect on the challenges and pleasures of living on the marae. 1. Take a photograph that illustrates your topic. 2. Write an essay reflecting on your experience, that recognizes the issues and cultural practices relevant to Māori, and compare these issues to those of another culture you are familiar with. 3. Reflect on the challenges and pleasures of living on the marae. 4. This is an informal assignment, and does not require references.
Second Assignment: 30% In-Class Test on Worldviews and Beliefs, and Mythology. LO1 LO2 LO4 LO5 The test consists of two essays, and a series of multichoice questions.. 1. Demonstrate, through comparative analysis, an understanding of global diversity as expressed in the myths of two different cultures: Māori and another culture you are familiar with. 2. Demonstrate, through comparative analysis, an understanding of Aotearoa New Zealand’s unique political issues and concerns by comparing our foreign policy with that of the USA. 3. Multichoice questions on Māori culture and the colonial history of Aotearoa New Zealand.
Third Assignment: 20% Student Presentations, on the Individual in Community in Aotearoa New Zealand. The mark is awarded to the group, rather than individuals. LO1 LO5 We all have experiences that inform our own worldviews and beliefs, and these can be historical, racial or ethnic, socioeconomic, political, gender-related, linguistic, religious, or cultural. Using your sociological imagination, analyze your topic, which will be connected to one of these experiences of being human, and consider how this shapes the individuals, communities, and society of Aotearoa New Zealand, and the nation’s worldviews and beliefs. Consider how these are different to your own nation’s worldview and beliefs. 1. Students will be put into groups and allocated topics. 2. This is a collaborative assignment. 3. Slide-shows must be a PowerPoint (or similar), presented to the class. 4. Each student is allowed 5 minutes speaking time, plus an extra 5 minutes at the end, for the group as a whole to answer questions. 5. References for research must be provided, and emailed to marker.
Fourth Assignment: 20% Art Trail Assignment Essay. LO1 LO2 LO5 Through investigating public art, demonstrate a knowledge of the forces that have shaped and continue to influence Aotearoa New Zealand and the Māori, Pākehā, and multicultural individuals living within our unique community. 1. Take a self-portrait photograph of yourself in front of a piece of Auckland’s public art. 2. Provide a written discussion of the function of public art, in Aotearoa New Zealand. 3. Analyze the way art expresses cultures, religions, political systems, and societies by comparing Tāmaki Makaurau / Auckland’s public art with that of your home city. 4. The work must be referenced using APA 6th citation style. 5. See Boston University https://library.bu.edu/citeys
14 Fifth Assignment: 20% Reflective Essay on Art and Culture, based on art and artefacts on display at the Auckland Art Gallery and the Auckland Museum. LO1 LO2 LO5 Through investigating art and artefacts on display in Tāmaki Makaurau’s City Art Gallery and Museum, demonstrate a knowledge of the forces that have shaped and continue to influence Aotearoa New Zealand and its Māori, Pākehā, and multicultural individuals living within our unique community. 1. Two self-guided tours. 2. Choose a work from each place. 3. Take a photograph of each work. 4. Demonstrate a detailed understanding of the cultural context of the work of art / artefact. 5. Compare with a similar experience in another culture, and provide an image of the work discussed. 6. Reflect on the challenges and pleasures of understanding a new culture. 7. The work must be referenced using APA 6th citation style. 8. See Boston University https://library.bu.edu/citeys
BIBLIOGRAPHY: These are the main academic texts currently used for information in this course; a more comprehensive reference list can be found on Blackboard. Note that these texts are all available from The University of Auckland General Library, with many accessible online as eBooks.
Anderson, Atholl, Judith Binney, & Aroha Harris. 2015. Tangata Whenua: A history. Wellington: BWB.
Archibald, Jo-ann, Q’um Q’um Xiiem, Jenny Bol Jun Lee-Morgan, & Jason De Santolo, eds. 2019. Decolonizing Research: Indigenous storywork as methodology. London: Zed Books.
Bell, Avril, Vivienne Elizabeth, Tracey McIntosh, & Matt Wynyard, eds. 2017. A land of milk & honey? Making sense of Aotearoa New Zealand. Auckland: Auckland University Press.
Bell, Rachael, Margaret Kawharu, Kerry Taylor, Michael Belgrave, & Peter Meihana, eds. 2015. The Treaty on the Ground: Where we are headed, and why it matters. Auckland: Massey University Press.
Biggs, Bruce. 1997. He Whiriwhiringa: Selected Readings in Māori. Auckland: Auckland University Press.
Cain, Trudie, Ella Kahu, & Richard Shaw, eds. 2017. Tūrangawaewae: Identity & belonging in Aotearoa New Zealand. Auckland: Massey University Press.
Carter, Ian, David Craig, & Steve Matthewman, eds. 2004. Almighty Auckland? Palmerston North: Dunmore Press.
Cohen, Bruce M. Z., ed. 2012. Being Cultural. Auckland: Pearson.
Consedine, Robert, and Joanna Consedine. 2012. Healing Our History: The challenge of the Treaty of Waitangi. Auckland: Penguin Books.
Hall, David, ed. 2019. A Careful Revolution: Towards a low-emissions future. Wellington: BWB.
Harris, Aroha. 2004. Hīkoi: Forty years of Māori protest. Wellington: Huia.
Hau‘ofa, Epili. 2008. We Are the Ocean: Selected works. Honolulu: University of Hawai‘i Press.
Horrocks, Roger. 2016. Re-Inventing New Zealand: Essays on the arts and the media. Pokeno: Atuanui Press.
Hoskins, Te Kawehau, & Alison Jones, eds. 2017. Critical Conversations in Kaupapa Māori. Wellington: Huia.
Hyde, Lewis. 2008. Trickster Makes This World: How disruptive imagination creates culture. Edinburgh: Canongate.
Ihimaera, Witi, & Whiti Heraka, eds. 2019. Pūrākau: Māori myths retold by Māori writers. Auckland: Vintage.
Joy, Mike, ed. 2018. Mountains to Sea: Solving New Zealand’s freshwater crisis. Wellington: BWB.
15 Liu, James H., Tim McCreanor, Tracey McIntosh & Teresia Teaiwa. 2005. New Zealand Identities: Departures & destinations. Wellington: Victoria University Press.
McManus, Ruth, Steve Matthewman, Chris Brickell, Gregor McLennan, & Paul Spoonley. 2019. Exploring Society: Sociology for New Zealand students. 4th edn. Auckland: Auckland University Press.
Marsden, Māori. 2003. The Woven Universe: Selected writings of Rev. Māori Marsden. Te Ahukaramū Charles Royal, ed. Ōtaki: Estate of Māori Marsden.
Mead, Hirini Moko. 2016. Tikanga Māori: Living by Māori values. Wellington: Huia.
Melvin, Geoffrey. 2001. The Claims Process of the Waitangi Tribunal. Wellington: Waitangi Tribunal.
Mikaere, Ani. 2011. Colonising Myths: Māori Realities. He Rukuruku Whakaaro. Wellington: Huia.
Miller, Raymond. 2015. Democracy in New Zealand. Auckland: Auckland University Press.
Ministry for the Environment & Stats NZ. 2019. Environment Aotearoa 2019: New Zealand’s environmental reporting series. Available from https://www.mfe.govt.nz/publications/environmental- reporting/environment-aotearoa-2019
Moorfield, John C. 2012. Te Whanake: Te Aka Māori-English, English-Māori Dictionary. Auckland: Pearson.
O’Malley, Vincent. 2019. The New Zealand Wars: Ngā Pakanga O Aotearoa. Wellington: BWB.
O’Malley, Vincent. 2012. The Meeting Place: Māori and Pākehā encounters, 1642-1840. Auckland: Auckland University Press.
Orange, Claudia. 2014. What Happened at Waitangi? Wellington: BWB.
Pound, Francis. 2009. The Invention of New Zealand: Art & national identity, 1930 – 1970. Auckland: Auckland University Press.
Salesa, Damon. 2017. Island Time: New Zealand’s Pacific futures. Wellington: BWB.
Salmond, Anne. 2017. Tears of Rangi: Experiments across worlds. Auckland: Auckland University Press.
Salmond, Anne. 2014. First Contact: Tasman’s Arrival in Taitapu, 1642. Wellington: BWB.
Tomlins-Jahnke, Huia, and Malcolm Mulholland, eds. 2011. Mana Tangata: Politics of empowerment. Wellington: Huia.
Walker, Ranginui. 2004. Ka Whawhai Tonu Mātou: Struggle without end, Auckland: Penguin Books.
16