New Zealand 2005

Program Description

Fiji and New Zealand typically conjure up images of beaches and adventure travel for tourist-minded persons throughout the world. The Lonely Planet travel guide named New Zealand the world's tourist "hot spot" for the second year running. Tourism now challenges New Zealand's famed dairy industry for the country's number one export status. However, in spite of their tourist-attraction status, both Fiji and New Zealand provide excellent opportunities for cross-cultural learning if one works to move beyond the tourist stereotype to explore how the two countries try to deal with racial, ethnic and economic justice issues. The semester's overarching goal is to study and experience life in the two countries as much like everyday citizens as possible. As a visitor, one will always be a tourist to some degree, but we will intentionally cultivate our identity as learners in every way we can. Our hosts will have difficulty understanding this at times. An adrenaline rush or a flash of insight can both be exhilarating, but as learners we will focus on the exhilaration of learning.

Enrollment: 31 students

Semester Leaders: Vernon & Dorothy Jantzi

Course Credits: 15 Semester Hours

Course Descriptions:

CCUS 202 Cross-cultural Understanding 3 SH

Students will experience Maori and Pacific Island immigrant cultures through living with families in a Maori community during part of the semester and through contact with Pacific Island immigrant communitieis. In addition to learning history and culture, students will be expected to learn basic Maori phrases and expressions that will help them to better understand Maori influences on dominant New Zealand culture. (Satisfies the Global Village Curriculum cross-cultural requirement)

CCHST 232 Christianity and Indigenous Religion in New Zealand 3 SH

Students will examine the history and teachings of Christianity and indigenous religions in New Zealand and their respective impacts on dominant national culture. Case studies will illustrate powerful examples from critical points in national history like the land wars of the late 1800s, the non-violent Parihaka community in the 1890s, as well as the modern peace movement. (Satisfies the Global Village Curriculum Faith and Christian Heritage requirement)

CCHUM 302 Fine Arts and 21st Century 3 SH

New Zealand art, literature and music draw on a variety of cultural sources for inspiration. Students will select a particular representation through which to explore the social tensions, problems or triumphs that inspired it. With regards to fine arts, this will help situate the country within the South Pacific, the rest of the World, and especially its relationship to Europe. (Satisfies the Global Village Curriculum humanities designate)

CCSOC 472a Restorative Justice: Foundations and Practice 3 SH

Maori traditional culture and biblical New Testament teachings regarding ways to address wrongdoing inform the restorative justice movement in New Zealand. Students will research Restorative Justice's political, social and religious bases as well as the way New Zealand youth experience this approach to dealing with wrongdoing in society. (Satisfies the Global Village Curriculum social science requirement)

CCSOC 472b Political Economy of National Peacebuilding 3 SH

The course explores economic and social changes brought by globalization and how New Zealand has attempted to develop and maintain a "green" society in the midst of these major transformations. Changes in agriculture, industry and tourism have endangered the environment and community survival. Students will examine political and social responses to meet these environmental and social challenges. (Satisfies the Global Village Curriculum social science requirement or by arrangement an economic or environmental science requirement)

Other current program:
Latin America
Spain