title: Editorial: Understanding ‘Race’ in/and public relations: Where do we start and where should we go?

authors: Munshi, Debashish

subjects: public relations

abstract: Our starting point for a broader discussion on ‘race’1 in=and public relations (PR) is that, despite its virtual invisibility in the scholarly literature, race is firmly embedded in the context and practice of PR. Although scholars are slowly beginning to engage with race (e.g., Edwards, 2010b; Pompper, 2005; 2010; Waymer, 2010), PR scholarship has not yet paid sufficient attention to the ‘raced’ nature of the field. The dominant, functional perspectives of PR concentrate primarily on organizational goals, apparently oblivious to the impact that such goals have in relation to issues of race. On the other hand, critical approaches look at PR as a social and cultural phenomenon but these too, by and large, bypass race as an inherent part of the social and cultural domain.

text: Editorial: Understanding ‘Race’ in/and public relations: Where do we start and where should we go? Our starting point for a broader discussion on ‘race’1 in=and public relations (PR) is that, despite its virtual invisibility in the scholarly literature, race is firmly embedded in the context and practice of PR. Although scholars are slowly beginning to engage with race (e.g., Edwards, 2010b; Pompper, 2005; 2010; Waymer, 2010), PR scholarship has not yet paid sufficient attention to the ‘raced’ nature of the field. The dominant, functional perspectives of PR concentrate primarily on organizational goals, apparently oblivious to the impact that such goals have in relation to issues of race. On the other hand, critical approaches look at PR as a social and cultural phenomenon but these too, by and large, bypass race as an inherent part of the social and cultural domain.

year: 2011-09

title: Unions and the ‘knowledge society’

authors: Piercy, Gemma Louise

subjects: industrial relations

abstract: The purpose of this paper is to examine the outcomes of the 1999 Labour Party Manifesto Skills for 21st Century: the Tertiary Education Strategy (TES), the Statement of Tertiary Education Priorities (STEP) 2003-2004, and the industry training review.  Specifically, the paper evaluates the role of unions within the post-compulsory education and training sector (PCET).  Thus the paper: analyses the policy changes in post-compulsory education and training, particularly that relating to industry training; reviews, briefly, international literature which focuses on the role of unions in post-compulsory education and training; and assesses the extent to which the re-introduction of unions can contribute to the necessary capacity building needed to overcome 10 years of marginalisation.

text: Unions and the ‘knowledge society’ The purpose of this paper is to examine the outcomes of the 1999 Labour Party Manifesto Skills for 21st Century: the Tertiary Education Strategy (TES), the Statement of Tertiary Education Priorities (STEP) 2003-2004, and the industry training review.  Specifically, the paper evaluates the role of unions within the post-compulsory education and training sector (PCET).  Thus the paper: analyses the policy changes in post-compulsory education and training, particularly that relating to industry training; reviews, briefly, international literature which focuses on the role of unions in post-compulsory education and training; and assesses the extent to which the re-introduction of unions can contribute to the necessary capacity building needed to overcome 10 years of marginalisation.

year: 2003

title: Dis-lodging literature from English: Challenging linguistic hegemonies

authors: Locke, Terry

subjects: literature

abstract: This paper problematises the location of literature "teaching" within the English (L1) curriculum, as is the case in New Zealand and other settings. It defamiliarises this arrangement by drawing attention to official New Zealand policies of biculturalism and to the increasing cultural and linguistic diversity in many New Zealand classrooms. It identifies a number of social justice issues arising from the current arrangement, and also raises issues in respect of educational policy and ways in which canonical subjects become constructed in practice. It then discusses ways in which a new qualifications template developed at the University of Waikato might provide a vehicle for establishing a new arrangement, in terms of which literature study is dislodged from English and reshaped as a course of study entitled Literature in Society. It indicates ways in which Comparative Literature, as a predominantly university-constituted discipline, might contribute to the theorisation of this new arrangement.

text: Dis-lodging literature from English: Challenging linguistic hegemonies This paper problematises the location of literature "teaching" within the English (L1) curriculum, as is the case in New Zealand and other settings. It defamiliarises this arrangement by drawing attention to official New Zealand policies of biculturalism and to the increasing cultural and linguistic diversity in many New Zealand classrooms. It identifies a number of social justice issues arising from the current arrangement, and also raises issues in respect of educational policy and ways in which canonical subjects become constructed in practice. It then discusses ways in which a new qualifications template developed at the University of Waikato might provide a vehicle for establishing a new arrangement, in terms of which literature study is dislodged from English and reshaped as a course of study entitled Literature in Society. It indicates ways in which Comparative Literature, as a predominantly university-constituted discipline, might contribute to the theorisation of this new arrangement.

year: 2004-05-01