BMALX176B – New Zealand Cultural Identity and the Media
Module code
BMALX176B
Module title
New Zealand Cultural Identity and the Media
Prescription
This module will introduce students to a range of cultural issues and theories of ethnicity and identity that inform current ethnic definitions in Aotearoa New Zealand society. In particular the ways in which the media portray Maori , the Treaty of Waitangi and the Treaty claims process will be examined in detail. Issues, ethics, protocols and customs surrounding the representation of Maori and the use of te reo in news media will inform the focus of student projects. Skills for the analysis and understanding of these defining social constructs will be used to develop news and broadcasting content. Students will also describe the ways in which the media portray diverse ethnic communities and minority groups and develop news stories for print or broadcast.
NZQA Level
Level 5
NZQA Credits
15
Delivery method
- Web-Supported
Learning hours
- Total learning hours
- 150
Resources required
- Learning Outcomes
- 2.1 Understand selected discourses and practices and understand their relevance to cultural issues and the media
- produce written comparisons and analyses of selected texts
- produce oral and written descriptions of self practice
- use conventional forms of writing to analyse texts
- participate in conventional presentations of outcomes
- test the use of selected methodologies in the production of works
2.2 Understand the political and social representation of Maori in news media
describe how theories of ethnicity influence modes of address and news media
examine a selection of news stories in terms of the way they portray Mori. compare news stories that are produced by Maori and non-Maori media in terms of angle, emphasis, display, sources and balance describe news media reporting of the Treaty of Waitangi settlements, cultural issues, media treatment of Maori news
describe news media reporting of the Treaty claims process, key organisations and current issues outline the protocols and practices for te reo Maori use in news media coverage outline Maori customs and how they may affect professional practice
2.3 Write a news feature on a topic relating to Maori
understand theories of ethnicity and identity in contemporary Aotearoa New Zealand society write a news feature which may include, but is not limited to Treaty settlements, cultural issues, social issues, iwi aspirations, media treatment of maori news
2.4 Describe the ways in which the media portray diversity in New Zealand society
examine a selection of news stories in terms of the way they portray diversity in the society of Aotearoa New Zealand
2.5 Write a news feature about diversity in Aotearoa New Zealand
plan a news feature research includes published material from not less than three different media personal sources of information are identified, consulted and interviewed
2.6 Understand theories of cultural identity and their use in New Zealand
discuss theories of cultural identity that define ethnicity, class, gender, sexuality and ideology identify how theories of biculturalism and ethnicity have been used in New Zealand's news media discuss how cultural identity operates as a defining construct in New Zealand society and media use a definition of ethnicity to analyse media purpose and hegemony use a definition of ethnicity to develop a writing strategy for a defined audience
2.7 Understand assessment methodology within the context of an educational institution
develop a vocabulary for describing work demonstrate the ability to interpret and analyse objectives participate in group and class critiques consider and reflect upon self and peer design decisions participate in formative assessment - Content
- 3.1 Theories of cultural identity and ethnic interactions which may include but are not limited to: semiotic levels of signification, structuralism, universalism, relativism, constructionism and transactional analysis
3.2 News stories which portray Mori in New Zealand society
10 news stories published or broadcast in New Zealand over any selected week
3.3 News stories produced by Maori and non-Mori print or broadcast media
Angle, emphasis, display, sources and balance
3.4 News media reporting of the Treaty of Waitangi and its historical perspectives
The preamble, articles, purpose, context of its development, a profile of a key participant in the development of the Treaty
3.5 News media reporting of Maori settlements, cultural issues, social issues, iwi aspirations, media treatment of Maori news
3.6 Protocols and practices for te reo Mori use in an English language context
style guide benefits of te reo Mori in professional practice
3.7 Protocol and customs of a selected iwi organisation in terms of how they affect reporting of news stories may include but is not limited: tikanga, marae etiquette, powhiri, tangi, hui, iwi variances, use of te reo Maori, media policy, spokespeople
3.8 Background information to assist news reporting process to achieve a bi-cultural balance in accordance with professional journalism Iwi spokespeople identified by iwi leaders.
Maori authorities who have expertise or knowledge of the issue are the stakeholders in terms of providing balanced reporting
3.9 News stories which portray diverse communities in New Zealand society
diversity includes race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs or other ideologies
range may include, but is not limited to cultural issues, social issues, depth of understanding of communities, balance, fairness, story selection.
platforms include radio, print, internet, television
3.10 Ethnic community and minority group perspectives
Explanation of the history of the story being reported on, quotation from the community spokespeople, balance and fairness - Teaching and Learning Strategy
- Lecturer prescribes exercises to develop skills in analysis of texts.
Lecturer prescribes exercises to develop skills in oral presentation.
Lecturer prescribes exercises to develop skills in written presentation.
Lecturer identifies problems with student's working process and proposes strategies for addressing those problems.
Lecturer structures and monitors class discussions.
Lecturer prescribes exercises to develop skills in analysis of lectures.
Students participate in formative assessment, lecturer provides questions.
Lecturer performs graded assessment.
Lecturer prescribes structure for working through stages of a project.
Students research content for their own projects.
Lecturer initiates and monitors student research.
