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Department of Sociology

Understanding

Aotearoa/New Zealand

Sociology 101/101G Summer school 2013

Lecturer:

Matthew Wynyard

Room 916, Human Sciences Building (HSB916)

Email: mwyn009@aucklanduni.ac.nz

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)

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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)

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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

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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.

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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.

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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-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