Bringing biculturalism into the primary classroom in Aotearoa-New Zealand

Abstract

Aotearoa-New Zealand is a country founded on Te Tiriti o Waitangi-Treaty of Waitangi, an agreement signed in 1840 by the indigenous Māori and the British Crown. Of the two versions presented, the English version of the Treaty guaranteed Māori all the rights and privileges of British citizens in return for the cessation of sovereignty. The Māori version of the Treaty, which was the version signed most by Māori, spoke not of cessation of sovereignty but rather of “te kawangatanga katoa” or governance over the land. The implicit understanding for Māori therefore, was that they would gain the protection of the Britain while retaining their authority to manage their own affairs. This mismatch in interpretation would provide the basis for dissonance in Treaty negotiations in years to come. Following the signing of Te Tiriti o Waitangi-Treaty of Waitangi, Māori quickly become the minority race in the young nation, impacted by the negative effects of colonisation. The indigenous people and their language were consequently relegated to the deficit position in the bicultural partnership. Māori resistance and protest reached a turning point when, in 1975, the Waitangi Tribunal was established to reinstate the Treaty in Aotearoa-New Zealand society, and to redress past breaches. Today, the framework of the Treaty and its principles guides reparation of relations between Māori and Pākehā New Zealanders. Education is one of the key contexts for which current bicultural policies are relevant. It provided the platform for this research, which was situated in mainstream primary schools, the sector with which the researcher was connected. The research investigated the bicultural policies that underpin this sector, including understanding and application by primary teachers, whose practices are informed by such policies. This research was conducted in two phases. An online survey questionnaire was used to gather quantitative data on teachers’ understanding of biculturalism in education policy, and the place of the Treaty in curriculum and classroom practice. This was followed by semi-structured interviews to investigate, in greater depth, teachers’ motivations and experiences in engaging a bicultural practice. Review of the literature focused on the transparency of bicultural imperatives in curriculum and legislation that are applicable to the primary education sector. It found a lack of directive and clear purpose regarding the place of the Treaty and biculturalism. This was supported by the research findings, which revealed inconsistency in teachers’ knowledge of the Treaty, and their understanding of how biculturalism translates into classroom practice. During data analysis three models of bicultural practice were uncovered. On the basis of the overall findings, as well as the successful model of bicultural practice, recommendations to address inconsistencies in bicultural knowledge, understandings and practice are presented.