title: Language rights: Moving the debate forward

authors: May, Stephen

subjects: Language rights

abstract: This article provides an overview of the current issues and challenges facing the nascent paradigm of minority language rights (MLR). It focuses on the theoretical points of dispute and tension with respect to MLR, as well as the challenges attendant upon their implementation in complex, multiethnic and multilingual contexts. The article acknowledges, but also responds to, key critiques of MLR to date. These include debates about linguistic modernisation, linguistic identities and essentialism, language and social mobility, and macro and micro language practices. In light of these debates, the article speculates about possible ways forward for theMLR paradigm.

text: Language rights: Moving the debate forward This article provides an overview of the current issues and challenges facing the nascent paradigm of minority language rights (MLR). It focuses on the theoretical points of dispute and tension with respect to MLR, as well as the challenges attendant upon their implementation in complex, multiethnic and multilingual contexts. The article acknowledges, but also responds to, key critiques of MLR to date. These include debates about linguistic modernisation, linguistic identities and essentialism, language and social mobility, and macro and micro language practices. In light of these debates, the article speculates about possible ways forward for theMLR paradigm.

year: 2005-01-01

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: Eke panuku, eke tangaroa! How Black Ferns 7s athletes navigate Instagram and inspire the next generation in Aotearoa

authors: Keet, Thandiwe Maia

subjects: Gender

abstract: This thesis considers the role of Instagram in the lives of players on the New Zealand Black Ferns 7s rugby team, and audience engagement with players’ social media accounts. Using a mana wāhine methodology, this study explores how Black Ferns 7s players utilize and navigate Instagram, through mixed-methods enquiry, including a social media analysis of 8 players’ accounts, interviews with 3 Black Ferns 7s players, and talanoa sessions with members of the women’s rugby community in the Bay of Plenty, supplemented by input from Black Ferns players and fans via direct messages on Instagram. The quantitative social media analysis identified 4 key themes in players’ Instagram posts: achievement, team & rugby, life outside rugby, and culture & vulnerability. The analysis reveals that players post the most regarding their “team & rugby”, generating an “athlete first” self- representation. It finds a statistically significant difference in the thematic content of Instagram posts based on squad seniority and the number of followers a player has. Followers were found to engage most with posts regarding “achievement”, and the least with posts regarding “culture and vulnerability”.
The interviews elaborate upon these quantitative differences by highlighting why athletes specifically use Instagram, insights into Black Ferns aspirational team dynamics, and the importance of a player’s life outside of rugby. The thematic analysis also reveals the digital economic and collective labour involved in producing social media content as a member of this team, and what it means to be culturally “authentic” online in Aotearoa. It reveals the unique elements generated by the team-sport context of this study, including intra-team differences in social media usage. Furthermore, hauora, Indigenous role modeling, and Tall Poppy Syndrome emerge as factors particularly unique to the cultural context within which this study takes place. The discussions culminate in the establishment of a layered understanding of the external, internal, and individual factors which shape Instagram posting habits, and the features which most significantly impact why audiences follow the curated displays Black Ferns 7s athletes provide online.
This project contributes to international literature on sportswomen’s use of social media, demonstrating the powerful ways that players support one another in what, when, and how they post, and the importance of cultural identity in Māori and Pasifika players’ social media engagement. It further reveals the importance of team culture in shaping individual players’ social media and audience engagement. This thesis also highlights the significance of sporting and cultural histories and intersectional identities in digital self-representation and fan engagement with sportswomen’s social media usage.

text: Eke panuku, eke tangaroa! How Black Ferns 7s athletes navigate Instagram and inspire the next generation in Aotearoa This thesis considers the role of Instagram in the lives of players on the New Zealand Black Ferns 7s rugby team, and audience engagement with players’ social media accounts. Using a mana wāhine methodology, this study explores how Black Ferns 7s players utilize and navigate Instagram, through mixed-methods enquiry, including a social media analysis of 8 players’ accounts, interviews with 3 Black Ferns 7s players, and talanoa sessions with members of the women’s rugby community in the Bay of Plenty, supplemented by input from Black Ferns players and fans via direct messages on Instagram. The quantitative social media analysis identified 4 key themes in players’ Instagram posts: achievement, team & rugby, life outside rugby, and culture & vulnerability. The analysis reveals that players post the most regarding their “team & rugby”, generating an “athlete first” self- representation. It finds a statistically significant difference in the thematic content of Instagram posts based on squad seniority and the number of followers a player has. Followers were found to engage most with posts regarding “achievement”, and the least with posts regarding “culture and vulnerability”.
The interviews elaborate upon these quantitative differences by highlighting why athletes specifically use Instagram, insights into Black Ferns aspirational team dynamics, and the importance of a player’s life outside of rugby. The thematic analysis also reveals the digital economic and collective labour involved in producing social media content as a member of this team, and what it means to be culturally “authentic” online in Aotearoa. It reveals the unique elements generated by the team-sport context of this study, including intra-team differences in social media usage. Furthermore, hauora, Indigenous role modeling, and Tall Poppy Syndrome emerge as factors particularly unique to the cultural context within which this study takes place. The discussions culminate in the establishment of a layered understanding of the external, internal, and individual factors which shape Instagram posting habits, and the features which most significantly impact why audiences follow the curated displays Black Ferns 7s athletes provide online.
This project contributes to international literature on sportswomen’s use of social media, demonstrating the powerful ways that players support one another in what, when, and how they post, and the importance of cultural identity in Māori and Pasifika players’ social media engagement. It further reveals the importance of team culture in shaping individual players’ social media and audience engagement. This thesis also highlights the significance of sporting and cultural histories and intersectional identities in digital self-representation and fan engagement with sportswomen’s social media usage.

year: 2022