TE MATA O TE TAU WEEKLY SEMINAR SERIES MAORI EDUCATION, NOW YOU SEE IT, NOW YOU DON’T. A.E.Durie

AOTEAROA – NEW ZEALAND

Nature of History of Maori Education in A-NZ Traditional Iwi, Hapu and Whanau educational arrangements (Whare Wananga, Wananga, Whare) Maori learner centred, Matauranga Maori Literacy in exchange for salvation (Mission Schools) Maori learner visibility, Christianity focus British Rule of law in exchange for citizenry unruliness (Treaty of Waitangi) Maori & Crown partnership, Crown major beneficiary Schooling in exchange for land and taxes (Native Schools) Maori learner visibility, English school culture and content

Contemporary Maori Education Provision Bilingual Schooling (Maori learner focus, Reo Maori, English, standard national curricula) Kaupapa Maori Schooling (Maori learner focus, dual organisational culture, Reo Maori classrooms, Maori curricula Generic Schooling (Majority population focus, standard national curricula)

What is Maori Education? Options For Maori By Maori (Penetito, W. RCSP.1988) In Maori Maori participation Some of the above All of the above

New Zealand’s Cultural Diversity Pacific Peoples – immigration, high fertility rates (voluntary populace) Migrants from India, China and the Asia- Pacific rim (voluntary populace) 2050 around half of New Zealand’s population will be non-European English may not be the preferred language

Ethnic Diversity in NZ

DEMOGRAPHIC DIVERSITY Changing nature of society in Aotearoa-New Zealand 1991 2001 European 83.2 80.0 Maori 13.0 14.7 Pacific 5.0 6.5 Chinese 1.3 2.9 Indian 0.9 1.7

WHAT KINDS OF SOCIETY ARE WE TALKING ABOUT? A fair and just society A knowledge society An indigenous society A globalised society A diverse society (adapted from Durie, A.E.2005)

A Fair and Just Society Equitable outcomes Generic outcomes Population specific outcomes Exercise of democratic rights

A Knowledge Society IT Literacy Digital Natives Educational Achievement Capacity Building Workforce development Realising human potential

An Indigenous society Indigeneity Indigenous world views Indigenous resources Te Ao Maori Biliteracy Te Reo Maori

The Characteristics of Indigeneity Primary characteristic a close relationship with territories, land, the natural world – tangata whenua Secondary characteristics: The dimension of time (centuries) Culture based on the human – environmental union Indigenous knowledge system Balanced development: sustainability A unique language (Durie, M.H. Nga Tai Matatu, 2005)

A Globalised Society Universal goals and aspirations National goals Population goals Local control Global markets Universal currency Cultural Literacy as currency

A Diverse Society Multiple ethnicities Multiple religions Multiple value systems Mixed ethnicities Competing educational needs Universal rights Collective vs Individual approaches to social justice

Voluntary and Involuntary Populations Indigenous populace involuntary populations- contact history of takeover by larger new populace, homeland cultural reference points usurped, undermined or deleted Migrant populations voluntary populations- Seek realisation of long term success via education rather than cultural maintenance, homeland cultural reference point maintained Educational success differences influenced by historical experiences (adapted from Obgu,J.1983)

What is the Place of Maori Education in a Diverse Society? Combination of needs and rights Needs - a common factor, but not defining factor Does indigeneity carry a parcel of rights? Indigenous view - yes State view – yes and no, contested Political party views differ as to: - existence of rights - extent of rights

Agreement on Direction for Maori Education A readiness to compete favourably in the wider society A readiness to participate in the Maori world. The dual objectives of ‘being Maori’ and ‘being a citizen of the world’ are mutually compatible and attainable Maori children have every right to expect the education system to deliver on both sets of goals. (Hui Taumata Matauranga 2001)