title: Distinguished service award: Dr Paul Ashley Keown

authors: Chalmers, Lex

abstract: Paul’s approachability and commitment to geographical education through the Waikato Branch and NZBoGT has been outstanding over 40 years.

text: Distinguished service award: Dr Paul Ashley Keown Paul’s approachability and commitment to geographical education through the Waikato Branch and NZBoGT has been outstanding over 40 years.

year: 2013

title: Borderline bodies

authors: Johnston, Lynda

subjects: border

abstract: This chapter is about borders that are made and broken at gay pride parades. Specifically, I examine the discursive and material borders maintained in tourism discourse. Binary oppositions such as self/other, straight/gay, and tourist/host provide a focus for this chapter. I am interested in where these borders wear thin and threaten to break and disrupt social order. I explore the bodies of gay pride parades because it is bodies such as these that threaten the borders of corporeal acceptability.

text: Borderline bodies This chapter is about borders that are made and broken at gay pride parades. Specifically, I examine the discursive and material borders maintained in tourism discourse. Binary oppositions such as self/other, straight/gay, and tourist/host provide a focus for this chapter. I am interested in where these borders wear thin and threaten to break and disrupt social order. I explore the bodies of gay pride parades because it is bodies such as these that threaten the borders of corporeal acceptability.

year: 2002

title: Understanding the use of Māori and English in dual language picturebooks through a sociolinguistic lens

authors: Daly, Nicola

abstract: In this presentation I will explore the use of te reo Māori in English text in dual language picturebooks published in Aotearoa/New Zealand. A series of studies examining the frequency of Māori loanwords in children’s picturebooks (Daly 2007; Daly 2008; Macdonald & Daly, 2013) are presented showing that when books came out of a publishing company with a commitment to publishing Māori and Pasifika stories, the frequency of loanwords was much higher than in other contexts; but even when a survey of all picturebooks published in New Zealand between 1995 and 2005 was conducted, the frequency of loanwords was much higher than in previous studies of comparable literature, such as the New Zealand school journal (Macalister, 1999). Very few dual language picturebooks featuring Māori and English are produced in New Zealand (Daly 2016a; Daly 2016b). The synchronous or sequential format of having separate books for each language seems to be favoured. But it is in the parallel dual language format (where both languages are present in a single book) that the relative status of the two languages is evident. In the second part of the presentation the layout and comparative presentation of the two languages are explored in terms of size of font and order of languages, using a Linguistic Landscape framework (Landry & Bourhis, 1997). These uses of two languages within New Zealand children’s literature (both interlingual and dual language) are examined and considered in terms of Bell’s (1984) theory of Audience Design, considering whether writers and publishers of such literature are now catering for a wider and more bilingual audience and whether publishing such linguistically diverse material such linguistically diverse picturebooks may be contributing to the creation of a more bilingual society.

text: Understanding the use of Māori and English in dual language picturebooks through a sociolinguistic lens In this presentation I will explore the use of te reo Māori in English text in dual language picturebooks published in Aotearoa/New Zealand. A series of studies examining the frequency of Māori loanwords in children’s picturebooks (Daly 2007; Daly 2008; Macdonald & Daly, 2013) are presented showing that when books came out of a publishing company with a commitment to publishing Māori and Pasifika stories, the frequency of loanwords was much higher than in other contexts; but even when a survey of all picturebooks published in New Zealand between 1995 and 2005 was conducted, the frequency of loanwords was much higher than in previous studies of comparable literature, such as the New Zealand school journal (Macalister, 1999). Very few dual language picturebooks featuring Māori and English are produced in New Zealand (Daly 2016a; Daly 2016b). The synchronous or sequential format of having separate books for each language seems to be favoured. But it is in the parallel dual language format (where both languages are present in a single book) that the relative status of the two languages is evident. In the second part of the presentation the layout and comparative presentation of the two languages are explored in terms of size of font and order of languages, using a Linguistic Landscape framework (Landry & Bourhis, 1997). These uses of two languages within New Zealand children’s literature (both interlingual and dual language) are examined and considered in terms of Bell’s (1984) theory of Audience Design, considering whether writers and publishers of such literature are now catering for a wider and more bilingual audience and whether publishing such linguistically diverse material such linguistically diverse picturebooks may be contributing to the creation of a more bilingual society.

year: 2018