Fragments from a Contested Past: Remembrance, Denial and New Zealand History

Kidman, Joanna; O’Malley, Vincent; MacDonald, Liana; Roa, Tom; Wallis, Keziah

doi:10.7810/9781990046483

Cited by 15 publications

(23 citation statements)

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“…The protests at Gisborne and elsewhere took place eight months after a white nationalist killed 51 people in Christchurch. 30 Prime Minister Jacinda Ardern declared 'this is not who we are'. But as Moana Jackson reminds us, Christchurch 'was, sadly, only one many dark days in this country's history' and 'A failure to recognise that fact is not just to misremember history but to erase and silence it.'…”

mentioning

confidence: 99%

Navigating the Politics of Remembering

Meihana

2022

Public History Review

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Remembering the past is not as straight forward as it might appear. The histories that we choose to retell and privilege speak to contemporary concerns. For Rangitāne, Ngāti Kuia and Ngāti Apa, the indigenous peoples of the northern South Island of Aotearoa New Zealand, history is political. Histories are recounted in the present for a purpose, that is, to maintain the mana (prestige, authority, influence) of the community to whom the histories belong. This article touches on some recent examples of history speaking in the present.

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confidence: 99%

Navigating the Politics of Remembering

Meihana

2022

Public History Review

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“…The truth of Aotearoa's colonial history is often romanticised, misremembered or completely hidden from view by government and the Pākehā majority Kidman et.al 2022). Settler histories and the colonial perspective of these histories form much of the public memory and the impacts of colonisation on Māori and the environment remain largely in the periphery (Kidman et. al 2022).…”

Section: Invisible Histories/realitiesmentioning

confidence: 99%

“…Whereas for most iwi and Māori communities the histories of colonisation are ever present and filled with sorrow and loss . While there is growing understanding of the need for reconciliation with our histories, there remains a small group of New Zealanders who cling desperately to a onesided version of history and feel a real sense of fear and anger at the visibility of Māori interests, concerns, and culture (Kidman et. al 2022;Matthews 2021).…”

Section: Invisible Histories/realitiesmentioning

confidence: 99%

“…For many more New Zealanders it can be awkward and uncomfortable to address the real histories and realities of Aotearoa, as facing these histories may often raise feelings of guilt and shame Kidman et.al 2022). Therefore, it can be easier to believe that we do live in a balanced and fair society and Māori should just forgive and forget the past (Kidman et. al 2022).…”

Section: Invisible Histories/realitiesmentioning

confidence: 99%

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Transitioning Environmental Governance In Aotearoa: Tikanga Māori And A Political Ethic Of Care

Tapsell¹

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This thesis outlines the important roles that tikanga and care ethics have in the governanceof our environment. Current governing practices and systems in Aotearoa are deeply intertwined with colonial histories and ideologies that can devalue care, tikanga and reciprocal relationships. However, as environmental threats increase globally and locally, new ways of relating to and governing our environments are necessary (IPBES 2019; Te Mana o Te Taiao 2020). Indigenous knowledge and legal concepts are pivotal to more holistic governance of the environment and in Aotearoa, this often includes tikanga Māori. This thesis explores the need to decolonise governance systems and ideologies of care to ensure better relationships with the environment and between Te Tiriti o Waitangi partners in Aotearoa. I argue a political ethic of care is needed within environmental governance to ensure that relationships are balanced, and power, privilege and history are not ignored or maintained in the process of transitioning environmental governance into a more relational and tikanga Māori informed system. I recommend a Political Ethic of Care Toolbox to be used in environmental policy and planning by decision-makers working in environmental governance.

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“…Where what we have in common Is all of us. (Mila, 2018) The Power of Forgiveness This is an excerpt of a longer conversation Dr Joanna Kidman had with kaumātua Tom Roa from her recently published book, Fragments from a Contested Past (Kidman et al, 2022).…”

Section: For the Commonwealthmentioning

confidence: 99%

Stories All Over the School: Primary Schools, Pākehā Teachers, and the Construction of ‘Culture’

Smith¹

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In recent years there has been a push in New Zealand education for the ‘inclusion’ of Māori (the Indigenous people of New Zealand) culture into the national curriculum in service of improving the educational outcomes of Māori learners. What remains underexplored is the present culture within schools in which Māori culture is to be ‘included’. This study looks at the construction of culture in two mainstream Primary Schools. This ethnographic study was conducted over the course of a school term in two-year 5/6 classes, one in a majority Pākehā school and the other in a majority Māori and Pacific school. I explored the institutional and interpersonal mechanisms that ideas about culture were produced and reproduced through in everyday activities. Settler Colonial Studies, Critical Race Theory, and Critical Whiteness Studies for the theoretical basis for this research. Additionally, I developed a distinctive framework for understanding the findings called the Black and Indigenous Perspectives on Whiteness (BIPOW). Storytelling is a central feature of this thesis. I explore how the stories we tell are powerful transmitters of the understandings we carry about ourselves, each other, institutions, and the nation. I follow in the tradition of Critical Race theorists who use storytelling, narrative and counternarrative, and allegory as a means to decentre Whiteness. I leverage storytelling to illustrate the ways schools and classrooms disseminate ideas about culture and race. I conclude that schools pass on ideas about culture through educational policy, practices, and the hidden curriculum. Whiteness is often tacitly transmitted within schools and classrooms, even in cases where the expressed intention is to be welcoming of and inclusive of diversity. The Pākehā teachers who took part in this research had a limited understanding of culture when it came to themselves but were able to identify aspects of culture in Māori and Pacific ‘Others.’I suggest that if schools in New Zealand want to improve the quality of education for Māori and Pacific students, and indeed all students, they must unsettle taken-for-granted notions of cultural dominance rooted in White supremacy. Inclusion of other worldviews into an existing system is not enough, the perspectives of Indigenous, Black and other racialised groups must be centred if we are to dismantle the edifice of White colonial education.

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Fragments from a Contested Past: Remembrance, Denial and New Zealand History

Cited by 15 publications

References 0 publications

Navigating the Politics of Remembering

Navigating the Politics of Remembering

Transitioning Environmental Governance In Aotearoa: Tikanga Māori And A Political Ethic Of Care

Stories All Over the School: Primary Schools, Pākehā Teachers, and the Construction of ‘Culture’

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