Māori & Psychology Research Unit annual report 2011

Annual report of the Māori and Psychology Research Unit (MPRU) 2011. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Maori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Faculty of Arts and Social Sciences, the University, and the wider community

LITERACY FOR LEARNING IN FURTHER EDUCATION IN THE UK: A SYMPOSIUM

The Literacies for Learning in Further Education (LfLFE) project, a collaboration between two universities – Stirling and Lancaster – and four further education colleges – Anniesland, Perth, Lancaster and Morecambe, and Preston, funded for three years from January 2004 as part of Phase 3 of the TLRP. The project draws on work already done on literacy practices engaged in by people in schools, higher education and the community and seeks to extend the insights gained from these studies into further education. It aims to explore the literacy practices of students and those practices developed in different parts of the curriculum and develop pedagogic interventions to support students’ learning more effectively. This project involves examining literacy across the many domains of people’s experiences, the ways in which these practices are mobilised and realised within different domains and their capacity to be mobilised and recontextualised elsewhere to support learning. A project such as this raises many theoretical, methodological and practical challenges, not least in ensuring validity across four curriculum areas in four sites drawing upon the collaboration of sixteen practitioner researchers. This symposium of four papers examines some of the challenges and findings from the first eighteen months of the project. The first paper explores some of the findings regarding students’ literacy practices in their everyday lives and those required of them in their college studies. The second focuses on one approach adopted by the project as a method through which to elicit student literacy practices. The other two papers focus on different aspects of partnership within the project, in particular the attempts to enable students and lecturers to be active researchers rather than simply respondent

Approaches to studying masculinity: a nonlinear perspective of theoretical paradigms

The aim of this article is to argue that there is a need to locate theoretical paradigms on masculinity within a nonlinear perspective, and this has implications for the conceptualization of the research agenda. Over the last forty years, discussions and research on masculinity have been arranged in time-related stages where each stage is marked by a change in theoretical underpinnings. These conceptual shifts uphold a distinction between “old” and “new” paradigms, where in consequence, the former or the latter (depending on personal beliefs) becomes devalued to some degree. This article suggests that in the context of masculinity studies, one cannot impede or deny the usefulness and value of the previous theoretical paradigms. Similarly, new paradigms should not be seen as less significant. The approach based on “nonlinearity of theoretical paradigms” acknowledges the coexistence of paradigms, which are seen as equally relevant to contemporary contexts. Moreover, this discussion on nonlinearity implies that research on masculinity, in its search for comprehensiveness, could apply a concept of theoretical paradigm as a modus operandi for each undertaken study

History, Sociology, Modernity : How Connect?

Special Issue on 'The State of Scottish History: Past, Present and Future'Peer reviewedPublisher PD

Living with difference in hyper-diverse areas: how important are encounters in semi-public spaces?

Urban populations increasingly diversify in their socio-economic, cultural, religious and linguistic profiles as well as in their lifestyles, attitudes and activity patterns. This hyper-diversification can complicate feelings of belonging and community. Since diversity is negotiated at the neighbourhood level, micro spaces are central in building communities. Micro spaces tend to be semi-public and stimulate diverse groups to intermingle, which results in on–off as well as repetitive and structural interactions. Understanding the creation and impact of encounters is central to capturing contemporary notions of belonging and living with difference. This paper compares encounters experienced in two semi-public spaces in the hyper-diverse neighbourhood of Feyenoord in Rotterdam, the Netherlands. Although encounters at the library were lighter and shorter than at the community-centre, all positively impact collective life in the neighbourhood. At the community-centre, encounters result in light as well as deeper relationships, making visitors feel more at ‘home’ because they recognize others elsewhere in the neighbourhood. At the library, encounters are lighter but visitors become familiar with diversity, making them feel more at ‘home’ and safe in their neighbourhood as well. The study suggests that fleeting encounters require more serious attention within the context of negotiating diversity

UNDERSTANDING SHIFTING LANGUAGES ON INDONESIAN TELEVISION: UNDERSTANDING SOCIAL VALUE IN LATE CAPITALISM

The work of Bourdieu (1991), Hobsbawm (1990), Wallerstein (2004), and Bahktin (1981), among others, have become a cornerstone for understanding valuation processes attached to language as well as their relationships with political economy and processes of globalization in a period referred to as “late capitalism” (e.g. Blommaert, 2010; Goebel, 2010, In press; Heller, 2011; Heller & Duchene, 2012b). In this paper, I draw upon this work to offer an interpretation of the ongoing revaluation of languages in Indonesia, including the ideology of Indonesian as the language for doing unity in diversity. My empirical focus will primarily be material I have gathered from television in 2009. Central to my argument will be that as the Indonesian state has moved between centralized and decentralized regimes (often pushed by market forces) these processes have helped regiment multiple centres of normativity around language in Indonesia. With changing political and economic conditions in the early 1990’s local content became increasingly valued in the media. Some languages (and the ethnic groups associated with them) were increasingly commodified, as in the case of Si Doel (e.g. Loven, 2008; Sen & Hill, 2000). As it became clear that local content sinetron was a “sell well” genre, this genre was copied by many other producers of television content (Rachmah, 2006). At the same time, these market forces – and the decreasing influence of the state in determining how language was modelled on television – helped increase the social value of local languages and mixed languages (Goebel, In press). These processes effectively drove language change in the social domain of television

Sociological Knowledge and Transformation at ‘Diversity University’, UK

This chapter is based on a case study of one UK university sociology department and shows how sociology knowledge can transform the lives of ‘non-traditional’ students. The research from which the case is drawn focused on four departments teaching sociology-related subjects in universities positioned differently in UK league tables. It explored the question of the relationship between university reputation, pedagogic quality and curriculum knowledge, challenging taken-for-granted judgements about ‘quality’ and in conceptualising ‘just’ university pedagogy by taking Basil Bernstein’s ideas about how ‘powerful’ knowledge is distributed in society to illuminate pedagogy and curriculum. The project took the view that ‘power’ lies in the acquisition of specific (inter)disciplinary knowledges which allows the formation of disciplinary identities by way of developing the means to think about and act in the world in specific ways. We chose to focus on sociology because (1) university sociology is taken up by all socio-economic classes in the UK and is increasingly taught in courses in which the discipline is applied to practice; (2) it is a discipline that historically pursues social and moral ambition which assists exploration of the contribution of pedagogic quality to individuals and society beyond economic goals; (3) the researchers teach and research sociology or sociology of education - an understanding of the subjects under discussion is essential to make judgements about quality. ‘Diversity’ was one of four case study universities. It ranks low in university league tables; is located in a large, multi-cultural English inner city; and, its students are likely to come from lower socio-economic and/or ethnic minority groups, as well as being the first in their families to attend university. To make a case for transformative teaching at Diversity, the chapter draws on longitudinal interviews with students, interviews with tutors, curriculum documents, recordings of teaching, examples of student work, and a survey. It establishes what we can learn from the case of sociology at Diversity, arguing that equality, quality and transformation for individuals and society are served by a university curriculum which is research led and challenging combined with pedagogical practices which give access to difficult-to-acquire and powerful knowledge

Event program

UNLV Undergraduates from all departments, programs and colleges participated in a campus-wide symposium on April 16, 2011. Undergraduate posters from all disciplines and also oral presentations of research activities, readings and other creative endeavors were exhibited throughout the festival