Abstract:
In our recent publications, we have used Te Tiriti o Waitangi, Indigenous pedagogies of place, and the superdiversity approach to analyse and critique teacher education and early childhood education in Aotearoa and inform pedagogies. These articles aim to promote diversity, inclusion, social justice and cohesion. They also examine the complex relations between Tangata Whenua and migrants, and between biculturalism and multiculturalism. While we have critiqued the assumption of white superiority and the privileges Pākehā have been enjoying, knowingly or unknowingly, the word “racism” does not often appear in our work. This is because 1) ‘race’ is a construct with no basis in science; 2) the various forms of discrimination are interlinked. Someone racist is also likely to be sexist, classist, ableist, anti-Muslim, anti-semitic, and so on – someone who harbours prejudices against anyone different in the way s/he looks (e.g. skin colour), speaks (e.g. accent), acts (e.g. headscarf, turban). These discriminatory attitudes serve to protect one’s self-interest, sense of superiority, power, and privileges.
We write in response to hate crimes/incidents such as the 2019 Christchurch mosque shootings, recognition of racism in our health and policing systems, and the recent Human Rights Commission report on COVID-19-driven racism and xenophobia experiences in Aotearoa. We also highlight some implications for practices.