title: Co-constructions of gender and ethnicity in New Zealand television advertising

authors: Michelle, Carolyn

subjects: television advertising

abstract: This paper reports key findings from a content analysis of gender and ethnic depictions in a sample of 2,120 New Zealand prime-time television advertisements screened in 2006. The study explored the following questions: With what product categories are male and female White, Māori/Pasifika and Asian characters most commonly associated? What are the most common occupational roles of male and female White, Māori/Pasifika and Asian characters? The results reveal highly stereotypical depictions of women and men within each ethnic category. White men dominated advertisements for foodstuffs, telecommunications and financial/corporate/legal services and were over-represented as professionals/white collar workers, while White women were over-represented in advertisements for household products, personal products, and medical products and featured predominantly as homemakers. Māori/Pasifika men were over-represented as athletes and service and sales workers. Non-White women featured prominently within multi-ethnic groups in advertisements for personal grooming products and most frequently featured as glamour models, while non-White men were over-represented as blue collar workers. Largely absent were Māori/Pasifika women and Asians of both genders, potentially exacerbating the multiple axes of subordination encountered by these groups in the New Zealand context.

text: Co-constructions of gender and ethnicity in New Zealand television advertising This paper reports key findings from a content analysis of gender and ethnic depictions in a sample of 2,120 New Zealand prime-time television advertisements screened in 2006. The study explored the following questions: With what product categories are male and female White, Māori/Pasifika and Asian characters most commonly associated? What are the most common occupational roles of male and female White, Māori/Pasifika and Asian characters? The results reveal highly stereotypical depictions of women and men within each ethnic category. White men dominated advertisements for foodstuffs, telecommunications and financial/corporate/legal services and were over-represented as professionals/white collar workers, while White women were over-represented in advertisements for household products, personal products, and medical products and featured predominantly as homemakers. Māori/Pasifika men were over-represented as athletes and service and sales workers. Non-White women featured prominently within multi-ethnic groups in advertisements for personal grooming products and most frequently featured as glamour models, while non-White men were over-represented as blue collar workers. Largely absent were Māori/Pasifika women and Asians of both genders, potentially exacerbating the multiple axes of subordination encountered by these groups in the New Zealand context.

year: 2011

title: Secular schools, spirituality and Maori values

authors: Fraser, Deborah

abstract: New Zealand has had free, state, secular education since 1877, but just what is meant by secularism is changing. Since the 1980s the growth of Maori education initiatives has mushroomed and these place emphasis on Maori values and beliefs, including spirituality. In addition, in 1999 a definition and statement on spirituality appeared in the health and physical education national curriculum document. This statement referred to values, beliefs, meaning and purpose. It also incorporated a Maori model of well‐being which places the spiritual alongside other dimensions of humanity. This article explores the concept of spirituality in secular schooling in New Zealand. Some influences from Maori culture are explored with particular reference to values, ethical decision‐making and spirituality. Interviews with Maori teachers highlight how moral decisions often reflect spiritual beliefs and practices. It is argued that schooling has a moral obligation to reflect indigenous values if understanding, respect and cultural identity are to be promoted and cherished. It is also suggested that spirituality challenges what we have traditionally considered as learning at school.

text: Secular schools, spirituality and Maori values New Zealand has had free, state, secular education since 1877, but just what is meant by secularism is changing. Since the 1980s the growth of Maori education initiatives has mushroomed and these place emphasis on Maori values and beliefs, including spirituality. In addition, in 1999 a definition and statement on spirituality appeared in the health and physical education national curriculum document. This statement referred to values, beliefs, meaning and purpose. It also incorporated a Maori model of well‐being which places the spiritual alongside other dimensions of humanity. This article explores the concept of spirituality in secular schooling in New Zealand. Some influences from Maori culture are explored with particular reference to values, ethical decision‐making and spirituality. Interviews with Maori teachers highlight how moral decisions often reflect spiritual beliefs and practices. It is argued that schooling has a moral obligation to reflect indigenous values if understanding, respect and cultural identity are to be promoted and cherished. It is also suggested that spirituality challenges what we have traditionally considered as learning at school.

year: 2004

title: Software literacy as a framework for tertiary educators

authors: Khoo, Elaine G.L.

abstract: Software permeates and impact almost every aspect of our lives today. However not much is understood in terms of how software shapes the teaching and learning of disciplinary knowledge in formal learning contexts. This paper reports on the findings from a two-year funded longitudinal study examining how the notion of software literacy is understood, developed and applied in tertiary teaching-learning contexts. We explore the relationship between student success in acquiring software literacy and their broader engagement and understanding of knowledge across different disciplines. A qualitative interpretive methodology framed the study involving two case studies of media studies and engineering students’ learning to use discipline-specific software. Student data were collected through class observations, online surveys and focus group interviews. Findings indicate that a majority of students consider themselves as early adopters of technology, knowledgeable in the affordances and constraints of their disciplinary software, and preferred informal learning strategies to supplement their formal learning of disciplinary software. There was, however, a lack of student critical awareness of the role of software in shaping their learning of disciplinary knowledge. The findings provide insights into practices relating to tertiary teaching and learning involving software and highlight the significance which programming code may have in the shaping and application of disciplinary knowledge in educational contexts. Implications are offered in terms of tertiary educators’ practice and the provision of student learning support.

text: Software literacy as a framework for tertiary educators Software permeates and impact almost every aspect of our lives today. However not much is understood in terms of how software shapes the teaching and learning of disciplinary knowledge in formal learning contexts. This paper reports on the findings from a two-year funded longitudinal study examining how the notion of software literacy is understood, developed and applied in tertiary teaching-learning contexts. We explore the relationship between student success in acquiring software literacy and their broader engagement and understanding of knowledge across different disciplines. A qualitative interpretive methodology framed the study involving two case studies of media studies and engineering students’ learning to use discipline-specific software. Student data were collected through class observations, online surveys and focus group interviews. Findings indicate that a majority of students consider themselves as early adopters of technology, knowledgeable in the affordances and constraints of their disciplinary software, and preferred informal learning strategies to supplement their formal learning of disciplinary software. There was, however, a lack of student critical awareness of the role of software in shaping their learning of disciplinary knowledge. The findings provide insights into practices relating to tertiary teaching and learning involving software and highlight the significance which programming code may have in the shaping and application of disciplinary knowledge in educational contexts. Implications are offered in terms of tertiary educators’ practice and the provision of student learning support.

year: 2018