title: The use of celebrity athletes as endorsers: views of the New Zealand general public

authors: Garland, Ron

subjects: advertising

abstract: Matching celebrity athletes with potential endorsement opportunities is often difficult. Yet there are easy-to-use survey-based methods available. Based on a survey of the general public in New Zealand, this study uses both Ohanian's source-credibility scale and a constant-sum scale to help brand managers, player agents and advertising practitioners select good celebrity athlete-product fit. Four New Zealand athletes (two males and two females) and several products were included in the test. Results show that the female celebrity athletes outperformed their male counterparts as potential endorsers. Use of Ohanian's multi-attribute scale yields a level of richness and insight, prompting us to advocate the use of both scales in the pursuit of endorser-product congruences.

text: The use of celebrity athletes as endorsers: views of the New Zealand general public Matching celebrity athletes with potential endorsement opportunities is often difficult. Yet there are easy-to-use survey-based methods available. Based on a survey of the general public in New Zealand, this study uses both Ohanian's source-credibility scale and a constant-sum scale to help brand managers, player agents and advertising practitioners select good celebrity athlete-product fit. Four New Zealand athletes (two males and two females) and several products were included in the test. Results show that the female celebrity athletes outperformed their male counterparts as potential endorsers. Use of Ohanian's multi-attribute scale yields a level of richness and insight, prompting us to advocate the use of both scales in the pursuit of endorser-product congruences.

year: 2006

title: Performativity and affectivity: Lesson observations in England's Further Education colleges

authors: Edgington, Ursula

abstract: Teaching and learning observations (henceforth ‘observations’) are commonly used in a broad range of educational environments to assess teaching quality and support professional development. Research centred on observations in England’s Further Education colleges (FE), suggests these strategies are often ineffective because of tensions between ‘authentic’ teaching and the inherent performativity required by some managerialist policies (Ball 2003). This psychosocial study draws on interpretive interactionism (Denzin 1989) to explore lived emotional experiences of FE staff involved in observations and perceptions of embodied ‘performativity’.
 My research involved in-depth semi-biographical interviews with FE staff (n=14) which explored emotional experiences of teaching and learning within the context of their roles as observer and/or observee. Using my personal reflections as an FE teacher, together with my creative writing skills, fictionalised accounts are presented to demonstrate anonymised consolidations of the participants’ narratives (Sparkes 2002). Using conceptual tools from Bourdieu (1991) and the lens of psychoanalysis (Mollon 2002) I draw on Richardson’s (1997) ‘writing as a method of inquiry’ and Ochberg’s (2002) non-linear approach to data analysis to explore shared and disparate themes within the accounts, reflections and fictionalised texts.
 Vocational and personal learning experiences are argued to form a fundamental aspect of the professional habitus of FE staff (James, Biesta 2007). Outcomes from my innovative approach, illuminates this interplay of factors, specifically within the affectivity in the performativity of observations. Hence these findings provide an original contribution to knowledge in this area, by demonstrating how the potential tension in observations is situated in the personal significance of perceptions of an ‘in/authentic self’, rather than the performativity per se. Fictionalisation could be a useful tool to further explore lived emotional experiences of teaching and learning. Indeed, raising awareness of the perceived performativity intrinsic within the affectivity of observations could hold benefits for teaching practice more widely.

text: Performativity and affectivity: Lesson observations in England's Further Education colleges Teaching and learning observations (henceforth ‘observations’) are commonly used in a broad range of educational environments to assess teaching quality and support professional development. Research centred on observations in England’s Further Education colleges (FE), suggests these strategies are often ineffective because of tensions between ‘authentic’ teaching and the inherent performativity required by some managerialist policies (Ball 2003). This psychosocial study draws on interpretive interactionism (Denzin 1989) to explore lived emotional experiences of FE staff involved in observations and perceptions of embodied ‘performativity’.
 My research involved in-depth semi-biographical interviews with FE staff (n=14) which explored emotional experiences of teaching and learning within the context of their roles as observer and/or observee. Using my personal reflections as an FE teacher, together with my creative writing skills, fictionalised accounts are presented to demonstrate anonymised consolidations of the participants’ narratives (Sparkes 2002). Using conceptual tools from Bourdieu (1991) and the lens of psychoanalysis (Mollon 2002) I draw on Richardson’s (1997) ‘writing as a method of inquiry’ and Ochberg’s (2002) non-linear approach to data analysis to explore shared and disparate themes within the accounts, reflections and fictionalised texts.
 Vocational and personal learning experiences are argued to form a fundamental aspect of the professional habitus of FE staff (James, Biesta 2007). Outcomes from my innovative approach, illuminates this interplay of factors, specifically within the affectivity in the performativity of observations. Hence these findings provide an original contribution to knowledge in this area, by demonstrating how the potential tension in observations is situated in the personal significance of perceptions of an ‘in/authentic self’, rather than the performativity per se. Fictionalisation could be a useful tool to further explore lived emotional experiences of teaching and learning. Indeed, raising awareness of the perceived performativity intrinsic within the affectivity of observations could hold benefits for teaching practice more widely.

year: 2013

title: Māori and kava: New drug fashion or re-engagement with 'kawa'?

authors: Aporosa, S. 'Apo'

subjects: kava

abstract: The Pacific “cultural keystone species” (Garibaldi & Turner, 2004, pp.1,5) kava is uniquely linked with notions of mana (spiritual power) and used to infuse efficacy into celebrations and life events. The drink, made from this potent icon of identity, brings on feelings of relaxation without marked euphoria, aiding clear-minded talanoa (discussion) to facilitate important and/or contentious dialogue. The sharing and drinking of kava as part of host/guest formalities is used in bringing about mutuality and unity (Aporosa, 2019). It is estimated there are more than 20,000 kava users in Aotearoa/New Zealand on an average Friday or Saturday night, with increasing interest and uptake of this indigenous drink by Māori. Crowley (1994) reports that the Māori word ‘kawa’, literally meaning ‘marae protocol’, has its linguistic foundations in ‘kava’ and the practices associated with this cultural keystone species. This paper explores that linguistic union to ask whether increased kava use by Māori has greater significance than simply a new interaction with a foreign drug substance. Further, due to the use of kava in facilitating talanoa (discussion), the possibility of kava playing a similar role for Māori is considered, one linked to ancestral Pacific connections aimed at assisting kōrero (talanoa), cultural connectedness and practice.

text: Māori and kava: New drug fashion or re-engagement with 'kawa'? The Pacific “cultural keystone species” (Garibaldi & Turner, 2004, pp.1,5) kava is uniquely linked with notions of mana (spiritual power) and used to infuse efficacy into celebrations and life events. The drink, made from this potent icon of identity, brings on feelings of relaxation without marked euphoria, aiding clear-minded talanoa (discussion) to facilitate important and/or contentious dialogue. The sharing and drinking of kava as part of host/guest formalities is used in bringing about mutuality and unity (Aporosa, 2019). It is estimated there are more than 20,000 kava users in Aotearoa/New Zealand on an average Friday or Saturday night, with increasing interest and uptake of this indigenous drink by Māori. Crowley (1994) reports that the Māori word ‘kawa’, literally meaning ‘marae protocol’, has its linguistic foundations in ‘kava’ and the practices associated with this cultural keystone species. This paper explores that linguistic union to ask whether increased kava use by Māori has greater significance than simply a new interaction with a foreign drug substance. Further, due to the use of kava in facilitating talanoa (discussion), the possibility of kava playing a similar role for Māori is considered, one linked to ancestral Pacific connections aimed at assisting kōrero (talanoa), cultural connectedness and practice.

year: 2019