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Learning to be different: The creat...

Doerr, Neriko Musha.

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Learning to be different: The creation of subjects at a secondary school in Aotearoa New Zealand.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Learning to be different: The creation of subjects at a secondary school in Aotearoa New Zealand./
作者:	Doerr, Neriko Musha.
面頁冊數:	476 p.
附註:	Adviser: John W. Borneman.
Contained By:	Dissertation Abstracts International60-12A.
標題:	Anthropology, Cultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9953626
ISBN:	9780599559851

Learning to be different: The creation of subjects at a secondary school in Aotearoa New Zealand.
Doerr, Neriko Musha.

Learning to be different: The creation of subjects at a secondary school in Aotearoa New Zealand. - 476 p.

Adviser: John W. Borneman.

Thesis (Ph.D.)--Cornell University, 2000.

Through these analyses, this dissertation illuminates the minute processes of identification at school and their relationships to the changing social landscapes.

ISBN: 9780599559851Subjects--Topical Terms:

735016
Anthropology, Cultural.

Learning to be different: The creation of subjects at a secondary school in Aotearoa New Zealand.
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245 1 0 $a Learning to be different: The creation of subjects at a secondary school in Aotearoa New Zealand.
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520 $a Through these analyses, this dissertation illuminates the minute processes of identification at school and their relationships to the changing social landscapes.
520 $a This dissertation investigates the process of the creation of national subjects and the sense of differences in an educational setting in Aotearoa New Zealand in the 1990s. Aotearoa New Zealand is a former British settler colony coming to terms with three major shifts: its redefinition of nationhood from an "England in the South Seas" to a "Pacific country;" the re-positioning of the indigenous people, Maori, and the descendants of the settlers, Pakeha; and an ongoing dismantling of the welfare state. I argue that, amidst these changes, the sense of nationhood and ethnic, class, and gender differences are inculcated in students through diverse practices at school. Each chapter illuminates different facets of this process with detailed analyses of everyday practices, observed during a long-term ethnographic fieldwork at a secondary school, Waikaraka College (an alias).
520 $a First, this dissertation discusses the effects of schooling and argues that the school creates interchangeable subjects by constantly shuffling students into groups and by forcing them to temporarily form groups within the given mix of students. Through this process, school transforms students from the family-based relationship of unique individuals to being national subjects and labor power that are based on the interchangeability of individuals.
520 $a Second, this dissertation examines the process by which students label themselves and its link to the students' positions at school. For example, most students in the bilingual (Maori/English) classes identify themselves as being Maori, while some students outside the bilingual class, who are potentially considered as Maori, describe themselves as having Maori in them.
520 $a Third, this dissertation is concerned with the emerging relationship of nationalism and the market. Due to the free marketization of education, many schools began seeking more non-governmental sources of income, such as accepting foreign students with high fees. This internationalization of the student body, paradoxically, led to the strengthening of New Zealanders' sense of nationhood through the foreign students exoticized cultural performances, which were used to justify this sale of schooling as exposing students to "different cultures."
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