1. Te Tiriti o Waitangi EDUCM 118: He Tirohanga ki te m ā tauranga i Aotearoa. Dr Te Kawehau Hoskins

2. Lecture Overview Pre-tiriti and missionary schooling context.Pre-tiriti and missionary schooling context. He Whakap ū tanga (Declaration of Independence) and Tiriti textsHe Whakap ū tanga (Declaration of Independence) and Tiriti texts Te Tiriti and Education post 1840Te Tiriti and Education post 1840 Te Tiriti and Education from the 1970’sTe Tiriti and Education from the 1970’s

3. Pre-Tiriti education context (to 1830’s) Little permanent settlement (Whalers, sealers, traders, timber workers)Little permanent settlement (Whalers, sealers, traders, timber workers) Mutually beneficial relationships – M ā ori control and economic activityMutually beneficial relationships – M ā ori control and economic activity The first ‘invited’ settlers where missionary teachers (Bay of Islands 1814)The first ‘invited’ settlers where missionary teachers (Bay of Islands 1814)

4. Pre-Tiriti education context (to 1830’s) Established a school at Rangihoua after agreement reached between Ruatara (Te Hikutu) and Samuel Marsden (leader of CMS in NSW, Australia)Established a school at Rangihoua after agreement reached between Ruatara (Te Hikutu) and Samuel Marsden (leader of CMS in NSW, Australia) Marsden and 3 missionary families (including Thomas Kendall & William Hall)Marsden and 3 missionary families (including Thomas Kendall & William Hall)

5. Ruatara and Marsden

6. Educational relationship? M ā ori desires for technological knowledge and literacy. To better engage the outside world.M ā ori desires for technological knowledge and literacy. To better engage the outside world. Missionary -teachers desires to keep the ungodly world away from M ā ori. Religious, technical and cultural conversion.Missionary -teachers desires to keep the ungodly world away from M ā ori. Religious, technical and cultural conversion.

7. Educational relationship? Jones & Jenkins (2008) argue that Missionaries (& settler-teachers) were unable to meet the conditions for genuine educational engagement with M ā ori.Jones & Jenkins (2008) argue that Missionaries (& settler-teachers) were unable to meet the conditions for genuine educational engagement with M ā ori. M ā ori often wanted to be taught by P ā keh ā, but settler – teachers refused to be the recipient of M ā ori teaching.M ā ori often wanted to be taught by P ā keh ā, but settler – teachers refused to be the recipient of M ā ori teaching.

8. Educational relationship? inability/refusal to learn from M ā ori laid down the beginning of an education system within which indigenous knowledge had no real place for M ā ori or P ā keh ā – making impossible any educational engagement in M ā ori interests.inability/refusal to learn from M ā ori laid down the beginning of an education system within which indigenous knowledge had no real place for M ā ori or P ā keh ā – making impossible any educational engagement in M ā ori interests. Argue the modern difficulties M ā ori encounter with P ā keh ā education has its roots in, and continue to express, the tensions in the very earliest educational engagements.Argue the modern difficulties M ā ori encounter with P ā keh ā education has its roots in, and continue to express, the tensions in the very earliest educational engagements.

9. He whakaputanga…. … O NGA HAPU O NU TIRENE: The Declaration of Independence British Resident James Busby arrives to live at Waitangi in 1833. His main duties: -protect well-behaved settlers and traders (i.e. mostly from other Europeans) -work to stop “outrages” against Maori -apprehend escaped convicts

10. He whakaputanga… encourage some kind of “settled form of government” among M ā oriencourage some kind of “settled form of government” among M ā ori “As far as has been ascertained every acre of land in this country is appropriated among the different tribes; and every individual in the tribe has a distinct interest in the property; although his possession may not always be separately defined.” Busby reporting to his superiors in New South Wales, Australia, 1835.

11. He whakaputanga… Busby has little actual power but works with Chiefs in the North to: create a M ā ori flag in 1834 “Te Kara”create a M ā ori flag in 1834 “Te Kara” resist other colonial powers (French)resist other colonial powers (French) form the “Confederation of the United Tribes of NZ” - to enact laws, dispense justice and regulate trade – chiefs signed a “declaration” which was sent to and accepted by the British government i.e.form the “Confederation of the United Tribes of NZ” - to enact laws, dispense justice and regulate trade – chiefs signed a “declaration” which was sent to and accepted by the British government i.e. N.Z. formally recognised by Britain as an independent state through this document.N.Z. formally recognised by Britain as an independent state through this document.

12. TE KARA

13. He whakaputanga… He Whakaputanga set the scene for debating the Treaty 5 years laterHe Whakaputanga set the scene for debating the Treaty 5 years later Having recognised NZ as a sovereign nation through the Declaration of Independence meant the British Crown could not simply proclaim sovereignty over NZ in 1840.Having recognised NZ as a sovereign nation through the Declaration of Independence meant the British Crown could not simply proclaim sovereignty over NZ in 1840.

14. Moves toward colonisation Britain reluctant to colonise Aotearoa because: already had large share of world shipping & trade.already had large share of world shipping & trade. the humanitarian lobby suggested ‘Empire’ was often bad for indigenous peoples.the humanitarian lobby suggested ‘Empire’ was often bad for indigenous peoples. Britain was reluctant to incur new costs.Britain was reluctant to incur new costs.

15. Moves toward colonisation Britain’s Colonial Office besieged with reports from: missionariesmissionaries agents of colonisationagents of colonisation merchants & tradersmerchants & traders - exaggerated accounts of a ‘troubled’ country -British official thinking shifts from idea of NZ as a ‘protectorate’ to the notion of a British ‘colony’ securing their full sovereignty.

17. TE TIRITI M ā ori and English versions of the ToW are different. The M ā ori version appears to affirm M ā ori authority, while in the English version M ā ori cede sovereignty.The M ā ori version appears to affirm M ā ori authority, while in the English version M ā ori cede sovereignty. The M ā ori version is closely related to the language and concepts of the ‘Declaration of Independence’ (Sovereignty through ‘Rangatiratanga’).The M ā ori version is closely related to the language and concepts of the ‘Declaration of Independence’ (Sovereignty through ‘Rangatiratanga’). In translation Henry Williams shifted the document away from a Treaty of cession as drafted, towards a ‘protectorate’ (to secure signatures)In translation Henry Williams shifted the document away from a Treaty of cession as drafted, towards a ‘protectorate’ (to secure signatures)

18. MAori Text In article 1 M ā ori cede ‘kawanatanga’ – governorship.In article 1 M ā ori cede ‘kawanatanga’ – governorship. In article 2 M ā ori retain ‘ tino rangatiratanga’ - ‘unqualified exercise of authority’.In article 2 M ā ori retain ‘ tino rangatiratanga’ - ‘unqualified exercise of authority’. Tino rangatiratanga is a term that more closely corresponds to ‘sovereignty’ (Orange, 2004; Barrett & Connolly-Stone, 1998).Tino rangatiratanga is a term that more closely corresponds to ‘sovereignty’ (Orange, 2004; Barrett & Connolly-Stone, 1998).

19. MAori Text In article 3 M ā ori are guaranteed all the rights and privileges of British citizens In article 3 M ā ori are guaranteed all the rights and privileges of British citizens The M ā ori text was signed by M ā ori and Governor HobsonThe M ā ori text was signed by M ā ori and Governor Hobson

20. English Text In article 1 M ā ori cede ‘sovereignty’ In article 1 M ā ori cede ‘sovereignty’ In article 2 protection of traditional property rights (‘possession’) are guaranteedIn article 2 protection of traditional property rights (‘possession’) are guaranteed In article 3 citizenship rights are guaranteed. In article 3 citizenship rights are guaranteed. Few M ā ori signed this version and Hobson did not.Few M ā ori signed this version and Hobson did not.

23. TE TIRITI & education post 1840 Differences in understandings about the Treaty are the basis of ongoing arguments about State and M ā ori authority.Differences in understandings about the Treaty are the basis of ongoing arguments about State and M ā ori authority. For the first 10 years Treaty seen as a source of M ā ori rights and settler legitimacy.For the first 10 years Treaty seen as a source of M ā ori rights and settler legitimacy. As demands for land increased the Treaty was increasingly ignored, though M ā ori continued to point to it as a source of their rights through various petitions to British crown and the settler governmentAs demands for land increased the Treaty was increasingly ignored, though M ā ori continued to point to it as a source of their rights through various petitions to British crown and the settler government

24. TE TIRITI & education post 1840 1867 Native School Act (no mention of the Treaty) 1867 Native School Act (no mention of the Treaty) Typical view regarded M ā ori as culturally and often biologically inferior. Could be ‘corrected’ through assimilation and Europeanisation with schools the leading agencies.Typical view regarded M ā ori as culturally and often biologically inferior. Could be ‘corrected’ through assimilation and Europeanisation with schools the leading agencies. Contributed to low expectations by inspectors, officials and teachers of academic success for M ā ori and a narrow view of their employment opportunities.Contributed to low expectations by inspectors, officials and teachers of academic success for M ā ori and a narrow view of their employment opportunities. Limited view of M ā ori potential and place in wider society.Limited view of M ā ori potential and place in wider society. Determined to reverse M ā ori aspirations for an academic type of education.Determined to reverse M ā ori aspirations for an academic type of education.

25. TE TIRITI & education post 1840 Education Act 1877 – no mention of the Treaty Education Act 1877 – no mention of the Treaty Established free, secular education in NZ (Board schools)Established free, secular education in NZ (Board schools) Very little mention of things M ā ori except to refer to the earlier Native Schools Act of 1867.Very little mention of things M ā ori except to refer to the earlier Native Schools Act of 1867. Both P ā keh ā and M ā ori children were able to attend either Native Schools or ‘Board’ schools.Both P ā keh ā and M ā ori children were able to attend either Native Schools or ‘Board’ schools. Underpinned by egalitarian philosophy of treating everyone the ‘same’.Underpinned by egalitarian philosophy of treating everyone the ‘same’.

26. TE TIRITI & education post 1840 The missionary civilising/christianising agenda similar to the State’s assimilation agenda post the Treaty of Waitangi.The missionary civilising/christianising agenda similar to the State’s assimilation agenda post the Treaty of Waitangi. ‘Assimilation’ – an explicit social policy that assumed M ā ori ‘racial’ and cultural inferiority.‘Assimilation’ – an explicit social policy that assumed M ā ori ‘racial’ and cultural inferiority. Schooling seen as the main means of assimilationSchooling seen as the main means of assimilation Assimilation remained NZ State policy for M ā ori into the 1960’sAssimilation remained NZ State policy for M ā ori into the 1960’s Replaced by integration policy after 1960Replaced by integration policy after 1960

27. TE TIRITI & education post 1840 The Treaty in legal limbo until 1975 (Treaty of Waitangi Act established the Waitangi tribunal)The Treaty in legal limbo until 1975 (Treaty of Waitangi Act established the Waitangi tribunal) In its entirety, the Treaty has never been passed as a Statute or Act of Parliament.In its entirety, the Treaty has never been passed as a Statute or Act of Parliament.

28. Te Tiriti and education from 1970s The ‘principles’ of the Treaty of Waitangi are referred to in specific acts of Parliament.The ‘principles’ of the Treaty of Waitangi are referred to in specific acts of Parliament. Crown ‘principles’ have been defined by courts over the years and govern contemporary Treaty relationships between Crown and M ā ori.Crown ‘principles’ have been defined by courts over the years and govern contemporary Treaty relationships between Crown and M ā ori. State assumption that M ā ori sovereignty was ceded. State assumption that M ā ori sovereignty was ceded.

29. Te TIRITi & EDUCATION From 1970’s Treaty has been kept out of social including educational legislation.Treaty has been kept out of social including educational legislation. The Education act 1989, the Children,Young persons and their families act 1989, and the Health and Disability Services act 1993 only social policy legislation to contain references to ‘M ā ori interests’, ‘aspirations’ and ‘needs’ but do not mention the Treaty.The Education act 1989, the Children,Young persons and their families act 1989, and the Health and Disability Services act 1993 only social policy legislation to contain references to ‘M ā ori interests’, ‘aspirations’ and ‘needs’ but do not mention the Treaty.

30. The Maori land march 1975 The h ī koi (march) aimed to unite M ā ori across tribal boundaries in opposition to sales of remaining M ā ori land. It also demonstrated the resurgence of M ā ori cultural and political identity

32. Waitangi Day protest

33. Maori language petition 1972

35. Te TIRITi & EDUCATION From 1970’s While the Education Act provides important recognition of M ā ori needs and aspirations in the education sector it does not specifically mention the Treaty. It thereby avoids establishing Treaty-based rights in the education sector that could serve as a basis for litigation. (Barrett & Connolly-Stone, 1998)While the Education Act provides important recognition of M ā ori needs and aspirations in the education sector it does not specifically mention the Treaty. It thereby avoids establishing Treaty-based rights in the education sector that could serve as a basis for litigation. (Barrett & Connolly-Stone, 1998)

36. Te TIRITi & EDUCATION From 1970’s The Treaty itself not mentioned in the 1989 Education Act in relation to the compulsory schooling sector.The Treaty itself not mentioned in the 1989 Education Act in relation to the compulsory schooling sector. Yet the Treaty influences national educational policy, curriculum and programmes in significant ways.Yet the Treaty influences national educational policy, curriculum and programmes in significant ways.

37. Treaty & Education policy NEGS and NAGSNEGS and NAGS Curriculum PrinciplesCurriculum Principles Ka Hikitia - National M ā ori Education StrategyKa Hikitia - National M ā ori Education Strategy Graduating Teacher StandardsGraduating Teacher Standards

38. NEGs and NAGs NEG 9: Increased Participation and success by M ā ori through the advancement of M ā ori Education initiatives, including education in Te Reo M ā ori consistent with the principles of the Treaty of WaitangiNEG 9: Increased Participation and success by M ā ori through the advancement of M ā ori Education initiatives, including education in Te Reo M ā ori consistent with the principles of the Treaty of Waitangi

39. NEGs and NAGs NEG 10: Respect for the diverse ethnic and cultural heritage of New Zealand people, with acknowledgement of the unique place of M ā ori.NEG 10: Respect for the diverse ethnic and cultural heritage of New Zealand people, with acknowledgement of the unique place of M ā ori.

40. NEGs and NAGs NAG 1: Each Board through the Principal and Staff will: In consultation with the schools M ā ori community, develop and make known to the school ’ s community policies, plans and targets for improving the achievement of M ā ori students NAG 1: Each Board through the Principal and Staff will: In consultation with the schools M ā ori community, develop and make known to the school ’ s community policies, plans and targets for improving the achievement of M ā ori students

41. NEGs and NAGs NAG Amendment 2000 Each Board with the Principal and Teaching staff is required to report to students and their parents on achievement of individual students, and to the school ’ s community on the achievement of students and of groups including the achievement of M ā ori students against plans and targets referred to above. Each Board with the Principal and Teaching staff is required to report to students and their parents on achievement of individual students, and to the school ’ s community on the achievement of students and of groups including the achievement of M ā ori students against plans and targets referred to above.

42. NZ Curriculum 2007 The NZ National Curriculum document states as part of its vision that it is important for our education system to nurture young peopleThe NZ National Curriculum document states as part of its vision that it is important for our education system to nurture young people “who will work to create an Aotearoa New Zealand in which M ā ori and Pakeha recognise each other as full Treaty partners, and in which all cultures are valued for the contributions they bring” (p. 8) “who will work to create an Aotearoa New Zealand in which M ā ori and Pakeha recognise each other as full Treaty partners, and in which all cultures are valued for the contributions they bring” (p. 8)

43. NZ Curriculum 2007 The NZ Curriculum includes the following principles: Treaty of Waitangi Treaty of Waitangi The curriculum acknowledges the principles of the Treaty of Waitangi, and the bicultural foundations of Aotearoa New Zealand. All students have the opportunity to acquire knowledge of te reo M ā ori me ō na tikanga.

44. NZ Curriculum 2007 Cultural diversity Cultural diversity The curriculum reflects New Zealand’s cultural diversity and values the histories and traditions of all its people.

45. Ka Hikitia 2007-13 Ka Hikitia – M ā ori Education Strategy (2007- 2013) “The Treaty … is central to, and symbolic of, our national heritage, identity, and future. Ka Hikitia … acknowledges the Treaty... as a document that protects Maori learners’ rights to achieve true citizenship through gaining a range of vital skills and knowledge, as well as protecting te reo M ā ori as a taonga.” (Ka Hikitia, MoE, p.2)

46. MAori Goals Hui Taumata M ā tauranga 2001 goals: Goal 1: To live as M ā ori Goal 2: To be active citizens of the world Goal 3: To enjoy good health and a high standard of living ‘M ā ori enjoying educational success as M ā ori’ now the basis of national educational policy.

47. Critique Lack of resourcing (human, financial) to deliver much of the policy directions.Lack of resourcing (human, financial) to deliver much of the policy directions. The lack of Treaty knowledge and sometimes lack of commitment within schools has meant only a tokenistic response to the creation of partnership relationships between schools and their M ā ori communities.The lack of Treaty knowledge and sometimes lack of commitment within schools has meant only a tokenistic response to the creation of partnership relationships between schools and their M ā ori communities.

48. Critique Greater potential for school practices and curriculum to reflect/recognise students’ lives and identities (including cultural distinctiveness)Greater potential for school practices and curriculum to reflect/recognise students’ lives and identities (including cultural distinctiveness) Potential for learning by school management teams and teachers about Treaty and M ā ori connected to their schoolsPotential for learning by school management teams and teachers about Treaty and M ā ori connected to their schools Potential for M ā ori communities to access greater authority and increase levels of participation in schooling.Potential for M ā ori communities to access greater authority and increase levels of participation in schooling.

49. Critique Greater Treaty recognition in education may: support M ā ori to maintain and develop their societal culture (Kymlicka, 1995)support M ā ori to maintain and develop their societal culture (Kymlicka, 1995) To enable long term planning for M ā ori education free from the 3 year cycle of political change & interference (Durie, 2005)To enable long term planning for M ā ori education free from the 3 year cycle of political change & interference (Durie, 2005)

50. Critique enable M ā ori to harness schooling to achieve social and economic transformations ‘as M ā ori’. Thereby contributing to the nations prosperity and social cohesion. (O’sullivan, 2006)enable M ā ori to harness schooling to achieve social and economic transformations ‘as M ā ori’. Thereby contributing to the nations prosperity and social cohesion. (O’sullivan, 2006) To ensure schooling prepares M ā ori students to be active & competent members of M ā ori society (Durie, 2001)To ensure schooling prepares M ā ori students to be active & competent members of M ā ori society (Durie, 2001)

51. Critique To provide a framework for bicultural education for all New Zealanders & to support the recognition of a multicultural/ethnic New Zealand.To provide a framework for bicultural education for all New Zealanders & to support the recognition of a multicultural/ethnic New Zealand. To promote an ethos of ‘relationality’ how to ‘live together differently’ or ‘co-operative co- existence’ (Maaka & Fleras, 2005).To promote an ethos of ‘relationality’ how to ‘live together differently’ or ‘co-operative co- existence’ (Maaka & Fleras, 2005).

52. QUESTION Describe and discuss the key differences between the M ā ori and English texts of the Treaty (2- 3 paragraphs).Describe and discuss the key differences between the M ā ori and English texts of the Treaty (2- 3 paragraphs). Conclude with a comment about the Treaty and education in Aotearoa-New Zealand today (1 paragraph).Conclude with a comment about the Treaty and education in Aotearoa-New Zealand today (1 paragraph).