title: Animated satire and collective memory: reflecting on the American “history wars” with The Simpsons

authors: Hellmann, Olli

abstract: Driven by the knowledge that how societies remember their past matters in the present, the field of collective memory studies has paid significant attention to the media’s role in contributing to the production of socially shared representations of history. The genre of satire, however, has so far remained largely neglected. My paper addresses this gap and argues that, compared to other forms of media, satire not only adds to the production of memories, but it also offers distinct rhetorical techniques to encourage audiences to reflect on the construction and maintenance of collective memories. I develop the argument about satire’s memory-reflexive function through a case study of how The Simpsons – by deploying the fictional persona of Jebediah Springfield as a metaphor of the Founding Fathers – critically comments on America’s hyper-polarized “history wars” between conservatives and liberals. I argue that animated satire is a particularly powerful vehicle for reflection on collective memory, not only because it subverts audience expectations, but also because the unlimited storytelling potential of animation makes it possible to imitate the politics of collective remembering with a high degree of realism.

text: Animated satire and collective memory: reflecting on the American “history wars” with The Simpsons Driven by the knowledge that how societies remember their past matters in the present, the field of collective memory studies has paid significant attention to the media’s role in contributing to the production of socially shared representations of history. The genre of satire, however, has so far remained largely neglected. My paper addresses this gap and argues that, compared to other forms of media, satire not only adds to the production of memories, but it also offers distinct rhetorical techniques to encourage audiences to reflect on the construction and maintenance of collective memories. I develop the argument about satire’s memory-reflexive function through a case study of how The Simpsons – by deploying the fictional persona of Jebediah Springfield as a metaphor of the Founding Fathers – critically comments on America’s hyper-polarized “history wars” between conservatives and liberals. I argue that animated satire is a particularly powerful vehicle for reflection on collective memory, not only because it subverts audience expectations, but also because the unlimited storytelling potential of animation makes it possible to imitate the politics of collective remembering with a high degree of realism.

year: 2023-09-13

title: Fononga 'A Fakahalafononga: Tongan Students' Journey to Academic Achievement in New Zealand Tertiary Education

authors: Kalavite, Telesia

subjects: Tongan Education in New Zealand

abstract: There is a national concern in New Zealand about the low academic achievement of Pasifika students, including the Tongans as one of the specific groups. The literature shows that the problems associated with the academic achievement of Pasifika students derive from the cultural differences between Pasifika and the dominant Pālangi culture. Since Tonga has a unique culture that is not the same as any other cultural group in the Pacific, this research set out to explore specific Tongan socio-cultural aspects that impact on Tongan students’ academic achievement in New Zealand tertiary education. Culturally specific aspects that impact on Tongan students’ academic achievement could better inform those who are concerned with the education of Tongans in New Zealand. The purpose of the research is to explore possibilities for enhancing the academic achievement of Tongan students that could bridge the disparity between Pasifika and Pālangi academic achievement. This research used a Tongan, Pasifika, qualitative, phenomenological, ethnographical, methodological framework to explore the views of twenty five Tongan-born participants in New Zealand on the perceived socio-cultural aspects that impact on their academic achievement. It provided opportunities for the participants to reflect on their experiences as university and polytechnic students, as staff and educators, and as parents. Sociocultural, postmodernism, and the Tongan tā-vā, (time-space) theory of reality were used to interpret the Tongan students’ inter-cultural learning experiences at two levels of reality; the students’ realities, and the global realities. The students’ realities include their individual attitudes and choices based on their cultural worldviews that impact on their academic achievement. The global realities include the trends of postmodernism, biculturalism, multiculturalism, globalisation and change which are beyond the students’ control. The key findings of this research were that Tongan students perceived they were academically successful when all parties involved had a deep and mutual understanding of, respect for, and practice in, both Tongan and New Zealand social and academic cultures. In particular, the Tongan students and their Tongan supporters need a deep and mutual understanding of, respect for, and practice in, their own Tongan as well as New Zealand social and academic relationships. New Zealanders who are involved with Tongan students’ education need a deep and mutual understanding of, respect for, and practice in, Tongan social and academic relationships. Furthermore, flexibility within the two cultural relationships in terms of tā (time) and vā (space) should be considered by all parties to release social tensions and consequently enhance academic achievement. This two way process allows Tongan students to move fluidly within the two cultures, especially if they understand how tā (time) and vā (space) are manifested in relationships within their learning environments. This research is highly relevant for anyone concerned with Tongan students’ academic achievement in New Zealand tertiary education; from the top level policy makers in the government to the Tongan students at the grassroots level.

text: Fononga 'A Fakahalafononga: Tongan Students' Journey to Academic Achievement in New Zealand Tertiary Education There is a national concern in New Zealand about the low academic achievement of Pasifika students, including the Tongans as one of the specific groups. The literature shows that the problems associated with the academic achievement of Pasifika students derive from the cultural differences between Pasifika and the dominant Pālangi culture. Since Tonga has a unique culture that is not the same as any other cultural group in the Pacific, this research set out to explore specific Tongan socio-cultural aspects that impact on Tongan students’ academic achievement in New Zealand tertiary education. Culturally specific aspects that impact on Tongan students’ academic achievement could better inform those who are concerned with the education of Tongans in New Zealand. The purpose of the research is to explore possibilities for enhancing the academic achievement of Tongan students that could bridge the disparity between Pasifika and Pālangi academic achievement. This research used a Tongan, Pasifika, qualitative, phenomenological, ethnographical, methodological framework to explore the views of twenty five Tongan-born participants in New Zealand on the perceived socio-cultural aspects that impact on their academic achievement. It provided opportunities for the participants to reflect on their experiences as university and polytechnic students, as staff and educators, and as parents. Sociocultural, postmodernism, and the Tongan tā-vā, (time-space) theory of reality were used to interpret the Tongan students’ inter-cultural learning experiences at two levels of reality; the students’ realities, and the global realities. The students’ realities include their individual attitudes and choices based on their cultural worldviews that impact on their academic achievement. The global realities include the trends of postmodernism, biculturalism, multiculturalism, globalisation and change which are beyond the students’ control. The key findings of this research were that Tongan students perceived they were academically successful when all parties involved had a deep and mutual understanding of, respect for, and practice in, both Tongan and New Zealand social and academic cultures. In particular, the Tongan students and their Tongan supporters need a deep and mutual understanding of, respect for, and practice in, their own Tongan as well as New Zealand social and academic relationships. New Zealanders who are involved with Tongan students’ education need a deep and mutual understanding of, respect for, and practice in, Tongan social and academic relationships. Furthermore, flexibility within the two cultural relationships in terms of tā (time) and vā (space) should be considered by all parties to release social tensions and consequently enhance academic achievement. This two way process allows Tongan students to move fluidly within the two cultures, especially if they understand how tā (time) and vā (space) are manifested in relationships within their learning environments. This research is highly relevant for anyone concerned with Tongan students’ academic achievement in New Zealand tertiary education; from the top level policy makers in the government to the Tongan students at the grassroots level.

year: 2010

title: The processes involved in formulating a marae-based Māori language regeneration plan for Whakamārama marae: Outline, analysis and evaluation

authors: Lewis, Roger

subjects: New Zealand

abstract: We provide here a criterion referenced evaluation of the processes involved in the creation of a Māori language regeneration strategy for Whakamārama marae. Working voluntarily and often under difficult circumstances, core group members demonstrated that they possessed the essential characteristics of commitment, motivation and determination. In addition, they demonstrated the willingness and ability to use existing skills and knowledge effectively and to develop further skills and knowledge as the project proceeded. Perhaps most important, they developed a caring and effective working culture. However, the weaknesses of the project included a lack of preparation and planning prior to the commencement of the project which led to delays in producing outcomes and some loss of momentum. This also led, indirectly, to the views of two or three members of the core group being overrepresented in the language planning goals. We believe that the information and analysis provided here are likely to be of interest to any language community involved in micro-level language regeneration activities of a similar type.

text: The processes involved in formulating a marae-based Māori language regeneration plan for Whakamārama marae: Outline, analysis and evaluation We provide here a criterion referenced evaluation of the processes involved in the creation of a Māori language regeneration strategy for Whakamārama marae. Working voluntarily and often under difficult circumstances, core group members demonstrated that they possessed the essential characteristics of commitment, motivation and determination. In addition, they demonstrated the willingness and ability to use existing skills and knowledge effectively and to develop further skills and knowledge as the project proceeded. Perhaps most important, they developed a caring and effective working culture. However, the weaknesses of the project included a lack of preparation and planning prior to the commencement of the project which led to delays in producing outcomes and some loss of momentum. This also led, indirectly, to the views of two or three members of the core group being overrepresented in the language planning goals. We believe that the information and analysis provided here are likely to be of interest to any language community involved in micro-level language regeneration activities of a similar type.

year: 2008