July 28 Week 2, session 2 + August 1, Week 3

Wasn't able to attend these classes due to being ill. 

Narrowed down my issue today and had a look at/researched inequality in education for recent immigrants, I came up with a few concepts for interim presentation but was unable to go. I'm still not sure where I am headed with this and what artistic approach I should take. 

1 - Looked at the idea of a plane and the idea of immigrants moving to a different country not having a stable education (plane crash, etc).

2 - A play on a UNICEF poster about the education system in New Zealand.

 3 - Skin colour making no differences to how someone is taught and how someone receives and education.

4 - Had a look the tree of knowledge, or something a long those lines. Striking it down the middle and making it not equal, etc. Needs a lot of work. 

Research

Is New Zealand in equal society?

Gender, class, race, wealth, education, indigenous values, suffrage, war, media platforms, free speech, proportional representation, ethnic divide, abuse, poverty, age, sport.

“Immigrants from many countries have chosen to settle and contribute to New Zealand’s society. However, it was only in the 1970s and 1980s that our immigration policy stopped favouring European descendants and began accepting immigrants on the basis of skills, financial assets and family relationships.” 

Chinese had first arrived in numbers during the 1860s gold rushes. 

Chinese were officially prescribed as foreign ‘race aliens’. They could not become naturalised New Zealand citizens (from 1908 to 1952) and had to pay a poll tax (between 1881 and 1944) if they were allowed to enter the country. 

They were not able to vote or participate in political arenas until 1952, were excluded from state employment, and were barred from entering many professional occupations.

http://www.victoria.ac.nz/cacr/about-us/diversity-issues/is-new-zealand-an-equal-society 

https://www.hrc.co.nz/files/5114/2388/0504/HRNZ_10_Right_to_education.pdf

http://www.nzimmigrationinformation.com/edu.htm 

http://www.stuff.co.nz/national/education/69798098/data-key-to-fixing-education-inequality 

http://www.nzherald.co.nz/business/news/article.cfm?c_id=3&objectid=11557000 

http://www.teara.govt.nz/en/ethnic-inequalities

http://www.teara.govt.nz/en/history-of-immigration/page-17 

https://www.msd.govt.nz/documents/about-msd-and-our-work/publications-resources/research/diverse-communities-migrant-experience/migrant-experience-report.pdf 

Posters - 

(Some posters that I like the artistic style and look of)

July 21 Week 1, session 2

We had the debate on whether "New Zealand is equal" or not, and I felt like it was pretty successful even though we didn't end up winning it (was a uphill battle from the start anyway). We did some research afterwards into an issue we wanted to base our posters around. I think we all know that most people would go with the idea that "New Zealand isn't equal," and that's the same for me. Homework was to research our issue further and to find some successful posters to analyse. 

Research for the debate - Is NZ equal? 

(And other notes from class). 

Is New Zealand equal? Egalitarian. What does ‘equal’ mean in terms of human values? 

"New Zealand as a country is equal, we don't have any prominent issues that cant result to equality. The defining factor within New Zealand that consequence to inequality are peoples perceptions within New Zealand."

July 18 – Week 1, session 1

We had our first class today where we established the topic for the brief (equality) and looked at some examples with a focus on FADP's, rhetoric, and Ihi and Wehi. 

In class we split into groups of 4 to 5 and looked at artist precedents to discuss the Ihi and Wehi of the examples and how each of them made us feel, which I quite liked because it make us really think about how something was designed and the intentions it had. 

We then brainstormed some ideas on equality in New Zealand and split up into groups of 10 for the debate on whether New Zealand is equal or not, next week. I ended up on the "for" side of the argument even though I thought otherwise and felt like it would be a fun experience (even if I wasn't one of the speakers). We had to research and refine our arguments for Thursday.