Summary of key Maori readings for Missionary and Maori ID.
For missionary schools.
-Simon, J. Nga whakrotimitanga. Beginnings. Maori, the native schools system.
-McMurchy-Pilkington. Rejection, resistance, renaissance.
Maori Identity reading.
-McIntosh, T. (2005). Fixed, fluid or forced.
-Webber, M. ID matters. Racial-ethnic ID and Maori students.
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Pilkington reading.Rejection, resistance, renaissance.
In the past pakeha schools have tried to replace Maori knowledge.
Is a school for teaching knowledge or behaviour? If behaviour is the current school system just teaching “Pakeha” behaviours to students.
The point of schools have gone from
Assimilation/integration to Multiculturalism/ Biculturalism/ self-determination.
Assimilation
What the Pakeha wanted.
-Replace the language and culture.
-Civilise through use of bible
-“Europeanise”.
-Introduce to “Our” way of life.
-Saw Maori as “Naturally” suited to manual labour.
-Banned Maori language to “help” them learn.
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-Maori wanted.
-New Knowledge and skills.
-Knowledge needed to trade economic power.
-Technology.
Integration stage of schools Still focus on Maori as manual labourers.
Multiculturalism—The Mono cultural nature school recognised. Maori included in “token way”. 1970’s.
Biculturalism- 60’s, 70’s and 90’s.--> Failed to actually produce true bi-cultural New Zealanders. Still too much pakeha focus.
Doing “A bit of Maori” in classes is not enough.
Simon, J. Nga whakrotimitanga.Beginnings.Maori, the native schools system.
What the Europeans wanted from the native schools.
-Assimilation
-Insert own hierarchical view on culture.
-Civilise through bible
-Establish British law *
-Missionary schools also expected to provide “Industrial labour” hard labour. *
-Influence Maori culture
-Moral influence for governmentfor selling land*
-Good house servants*
-Replace Maori knowledge*
What the Maori wanted from native schools.
-Language needed for trade
-Literacy
-Acquire English language for the protection.
-Extend body of language.
“(The Maori’s are) Better calculated by nature for mental rather than manual labour”—Missionary quote.
1867—Schools begin to teach a wider variety of knowledge (not as much focus on “industrial labour”)But social control/ Europeanization is still main goal. “Civilising” was still the main aim.
1945—“Practical” (labour based) nature of the curriculum removed from native schools.
Maori ID readings.
McIntosh, T. (2005).Fixed, fluid or forced.
-identities are complicated things and are about more than just “Race”.--> Racial/ ethnic identities influenced by the outside world, i.e. politics.
Properties of Marginality.
Intermediacy – “Boundaries that separate and protect”. In context of territory disputes.
Constraint- literal constraint.
Differentiation- being made a scapegoat because of cultural uniqueness.
Power- access to resources
Secrecy- Dominant groups use of “insider knowledge” to have an advantage Cultural codes.
Reflectiveness—Having to ask yourself “am I safe in this environment”.
Voice- Risk of being silenced i.e. being beaten for speaking Maori.
Liminality- Having experiences not shared by others (i.e. poverty). Effects how groups relate to each other. “You can’t relate to what I’ve been through”.
Fixed ID’s
-Know whakapapa/ genealogy.
-Proficiency in Te reo.
-Tikanga (tradition/ ritual)
-Knows responsibilities to tribe/ hapu
-Leaders/ spokes people/ scholars
-Decide “What it is to be Maori” (at times this can be quite exclusive). Also say what Maori is not (defy stereotype). Fight for social justice
-Seen as robust in identity (stable/ solid).
-Captures marginalisation and politicises it.
Fluid Id’s
-Might not know whakapapa.
-Fusion ID’s
-Values ethnicity/ location/ class over tribal loyalty.
-Parts of ID accepted/ rejected as suits the individual
-Attempt to “Modernise” the traditional Maori id.
-Hip-hop rap music is taken as an example- American tool used to cite Maori id
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Forced ID.
-Result of stereotype
-Negative Id forced on them by outside group.
-Living with marginal status distorts perspectives.
-Reinforces negative stereotypes.
-Can internalise and normalise stereotypes within themselves.
-Also political, but often seen as radical.
Webber, M. ID matters. Racial-ethnic ID and Maori students summary.
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-Identity language and culture are critical ingredients in the educational success of Maori.
-Personalise education to affirm cultural ID.
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-“Id Matters”
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-Racial ethnic Id matters, It confirms
1 - Who they are.
2- Who their families are.
3- A sense that their culture is “Cool”.
-Academic ID matters- Feeling successful as students
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-Family socialisation matters- Learning cultural ways from your family.
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-Resilience matters (See notes in text box)