title: A Literary and Cultural History of Military Science Fiction and the United States of America, 1870s-2010s

authors: Nicholson, Blair

subjects: History

abstract: This thesis is both a literary history of the military science fiction (military SF) subgenre and a cultural history of the United States of America during the twentieth and early-twenty-first centuries. This thesis academically rehabilitates a neglected literary subgenre, and utilises it to prove the efficacy of using literary texts, specifically science fiction (SF) texts, in the study of cultural history. It expands both the sources and methods of interpretation open to cultural historians. Employing the military SF subgenre as its archive, it examines the military SF narratives’ engagement – through extrapolation, metaphor and allegory, as well as didacticism – with their historical-cultural contexts and those contexts’ popular rhetorics, adopting methodologies from cultural history, the history of ideas, and the literary New Historicism. In addition to looking at period-specific themes – ranging from the emergence of the military-industrial complex and consensus anticommunism during the 1950s, through soldier alienation and the ‘cult of the mercenary’ during the Vietnam and post-Vietnam era of the 1970s and 1980s, to the renewed American Exceptionalism and military-civilian divide of the 2000s – this thesis focuses on American attitudes towards militarism and militarisation. The concept of militarism also provides a foundational division in the subgenre, between the two ‘streams’ of militaristic military SF and antimilitaristic military SF. This thesis, however, shows that the subgenre has primarily been sympathetic to militaristic and right-wing rhetorics, support for which has become increasingly strident in modern military SF.

text: A Literary and Cultural History of Military Science Fiction and the United States of America, 1870s-2010s This thesis is both a literary history of the military science fiction (military SF) subgenre and a cultural history of the United States of America during the twentieth and early-twenty-first centuries. This thesis academically rehabilitates a neglected literary subgenre, and utilises it to prove the efficacy of using literary texts, specifically science fiction (SF) texts, in the study of cultural history. It expands both the sources and methods of interpretation open to cultural historians. Employing the military SF subgenre as its archive, it examines the military SF narratives’ engagement – through extrapolation, metaphor and allegory, as well as didacticism – with their historical-cultural contexts and those contexts’ popular rhetorics, adopting methodologies from cultural history, the history of ideas, and the literary New Historicism. In addition to looking at period-specific themes – ranging from the emergence of the military-industrial complex and consensus anticommunism during the 1950s, through soldier alienation and the ‘cult of the mercenary’ during the Vietnam and post-Vietnam era of the 1970s and 1980s, to the renewed American Exceptionalism and military-civilian divide of the 2000s – this thesis focuses on American attitudes towards militarism and militarisation. The concept of militarism also provides a foundational division in the subgenre, between the two ‘streams’ of militaristic military SF and antimilitaristic military SF. This thesis, however, shows that the subgenre has primarily been sympathetic to militaristic and right-wing rhetorics, support for which has become increasingly strident in modern military SF.

year: 2016

title: Technology education in New Zealand

authors: Forret, Michael

abstract: Technology is one of the seven essential learning areas included to achieve the knowledge and understanding that all New Zealanders need to acquire (Ministry of Education, 1993). Responsibility for the implementation of these curricula rests with schools which have flexibility in making implementation decisions. Within the national curriculum framework, all curriculum statements must reflect the principles of the national curriculum framework, specify clear learning outcomes against which students’ achievements can be assessed, have learning outcomes or objectives defined over eight progressive levels, and be grouped in a number of strands. The national curriculum framework’s principles relate to learning and achievement, development of school programs, and aspects of social justice and equity.

text: Technology education in New Zealand Technology is one of the seven essential learning areas included to achieve the knowledge and understanding that all New Zealanders need to acquire (Ministry of Education, 1993). Responsibility for the implementation of these curricula rests with schools which have flexibility in making implementation decisions. Within the national curriculum framework, all curriculum statements must reflect the principles of the national curriculum framework, specify clear learning outcomes against which students’ achievements can be assessed, have learning outcomes or objectives defined over eight progressive levels, and be grouped in a number of strands. The national curriculum framework’s principles relate to learning and achievement, development of school programs, and aspects of social justice and equity.

year: 2002

title: Pushing the process: A whānau journey through the Treaty of Waitangi claims process

authors: Harrison, Reece David

subjects: Whanau Claims

abstract: This thesis follows the journey of a Whānau (ngā uri a Arama Whakatau) in its Claim to the Waitangi Tribunal under the Treaty of Waitangi Act 1986. In particular, it looks at inter-Whānau dynamics before, during and after the Claims process. The connections to the claimant area through whakapapa and establishing ahi kaa rights are identified, as are problems faced by lodging a Claim at the Whānau level. Aspects of inter-Whānau, inter-Hapū and inter-iwi politics are considered along with Crown agencies' processes. The primary question posed in the thesis is whether a Whānau Claim is the more appropriate avenue compared to making a Claim through the Hapū or iwi. However, the inter-Whānau dynamics are the core focus of the thesis in this 'warts-and-all' discussion from the perspective of the participant-observer.

text: Pushing the process: A whānau journey through the Treaty of Waitangi claims process This thesis follows the journey of a Whānau (ngā uri a Arama Whakatau) in its Claim to the Waitangi Tribunal under the Treaty of Waitangi Act 1986. In particular, it looks at inter-Whānau dynamics before, during and after the Claims process. The connections to the claimant area through whakapapa and establishing ahi kaa rights are identified, as are problems faced by lodging a Claim at the Whānau level. Aspects of inter-Whānau, inter-Hapū and inter-iwi politics are considered along with Crown agencies' processes. The primary question posed in the thesis is whether a Whānau Claim is the more appropriate avenue compared to making a Claim through the Hapū or iwi. However, the inter-Whānau dynamics are the core focus of the thesis in this 'warts-and-all' discussion from the perspective of the participant-observer.

year: 2007