title: Incorporating financial literacy into the secondary school accounting curriculum: a New Zealand perspective

authors: Samkin, Grant

subjects: accounting

abstract: This paper examines whether selected stakeholder groups believe accounting should continue to be taught as an elective subject in its current form at New Zealand secondary schools or whether incorporating a financial literacy component would increase the subject’s relevance to students. A mixed method approach combining qualitative and quantitative research methods was used. An electronically administered survey was used to obtain the responses of secondary school accounting teachers, while additional insight in the form of semi-structured interviews was obtained from other stakeholders.
Although respondents generally agreed that students benefited from accounting as an elective subject at secondary school, all agreed that the development of financial literacy skills was important. Difficulties in introducing a new core subject into an already overcrowded curriculum were acknowledged. However, this difficulty could be overcome by making modifications to the subject “Accounting”. As the most widespread, existing “finance” related subject, Accounting would be the most appropriate vehicle through which to teach financial literacy.

text: Incorporating financial literacy into the secondary school accounting curriculum: a New Zealand perspective This paper examines whether selected stakeholder groups believe accounting should continue to be taught as an elective subject in its current form at New Zealand secondary schools or whether incorporating a financial literacy component would increase the subject’s relevance to students. A mixed method approach combining qualitative and quantitative research methods was used. An electronically administered survey was used to obtain the responses of secondary school accounting teachers, while additional insight in the form of semi-structured interviews was obtained from other stakeholders.
Although respondents generally agreed that students benefited from accounting as an elective subject at secondary school, all agreed that the development of financial literacy skills was important. Difficulties in introducing a new core subject into an already overcrowded curriculum were acknowledged. However, this difficulty could be overcome by making modifications to the subject “Accounting”. As the most widespread, existing “finance” related subject, Accounting would be the most appropriate vehicle through which to teach financial literacy.

year: 2012

title: Game changer competition

authors: Steff, Reuben

abstract: An increasingly complex arms competition is underway between the United States, Russia and China. While the United States is in the lead across a range of current and emerging systems, it can no longer take its position for granted, and there is an urgent need for greater attention to be paid to this competition as the strategic consequences are unknown. Further more, an opportunity exists for countries like New Zealand to seize the initiative and play a role in advancing arms control programmes that promote collective reassurance and will enhance international security.

text: Game changer competition An increasingly complex arms competition is underway between the United States, Russia and China. While the United States is in the lead across a range of current and emerging systems, it can no longer take its position for granted, and there is an urgent need for greater attention to be paid to this competition as the strategic consequences are unknown. Further more, an opportunity exists for countries like New Zealand to seize the initiative and play a role in advancing arms control programmes that promote collective reassurance and will enhance international security.

year: 2016

title: Are we really colour-blind? The normalisation of mass female incarceration

authors: Norris, Adele N.

abstract: The sharp rise in female incarceration rates in both the United States and New Zealand has received increased attention. Even more pressing are the racial disparities among imprisoned females. This exploratory case study examines 13 peer-reviewed articles published between 2005 and 2016 to understand the nature of colour-blind ideology in discussions of female imprisonment in New Zealand. Several themes emerged including the homogenisation of female prisoners. Apart from moderately linking vast racial disparities between incarcerated White women and Indigenous women to ill-defined colonial practices, contemporary explanations for the substantial racial disparities receive little attention. This article concludes that the absence of a critical lens toward contemporary forms and experiences of racism undergirding the mass criminalisation of Indigenous people perpetuates a colour blindness that in turn works to normalise mass female incarceration. Even in attempts to be unbiased, the way race/ethnicity, gender, age, and class are discussed in academic research exploring female incarceration seems to reflect the influential nature of controlling images rather than critique them.

text: Are we really colour-blind? The normalisation of mass female incarceration The sharp rise in female incarceration rates in both the United States and New Zealand has received increased attention. Even more pressing are the racial disparities among imprisoned females. This exploratory case study examines 13 peer-reviewed articles published between 2005 and 2016 to understand the nature of colour-blind ideology in discussions of female imprisonment in New Zealand. Several themes emerged including the homogenisation of female prisoners. Apart from moderately linking vast racial disparities between incarcerated White women and Indigenous women to ill-defined colonial practices, contemporary explanations for the substantial racial disparities receive little attention. This article concludes that the absence of a critical lens toward contemporary forms and experiences of racism undergirding the mass criminalisation of Indigenous people perpetuates a colour blindness that in turn works to normalise mass female incarceration. Even in attempts to be unbiased, the way race/ethnicity, gender, age, and class are discussed in academic research exploring female incarceration seems to reflect the influential nature of controlling images rather than critique them.

year: 2017