Markers of Pakeha Identity

Abstract

This paper explores the complexity for the white children constructing a positive ethnic identity in Aotearoa New Zealand, a post-colonial nation. The research that informs this paper was developed in response, primarily, to two factors. Firstly, the New Zealand Government recently implemented an educational curriculum which stipulates a vision for all children to develop positive identities. Secondly, the concerns for the hegemonic white, historically settler, population (Pākehā), who struggle to find a sense of belonging in traditionally defined ethnic groups (Bell, 2009). So, given these constraints, how do Pākehā children, in a New Zealand urban school, articulate their emerging understanding of Pākehā identity? Through a methodology of narrative inquiry, children were encouraged to explore and share their ideas on Pākehā identity. Their ideas were expressed as small stories through three key approaches of: 12 listening alongside children while engaged in process drama; listening to their stories in a semi-structured interview; and through participation in a range of narrative activities. Their small stories were gathered, grounded, and threaded into themes that demonstrated the in-between, fluid, and evolving nature of Pākehā ethnic identity. By identifying specific markers that could be grouped under the headings Blood, Place of Birth, and Belonging, the children also articulated the importance for Pākehā of their historical and contemporary relationship with Māori, the indigenous people of Aotearoa New Zealand. Throughout the process of listening to the children’s stories, significant shifts were observed in how children used specific markers to explain Pākehā as an ethnic identity.