Myth-Making: On-going Impacts of Historical Education Policy on Beliefs About Māori in Education

Abstract

Abstract The history of educational policy-making in Aotearoa New Zealand is also a history in myth-making. Myths about Māori in education are deeply embedded in educational and social thought, because they have their origins in the first political interactions between Māori and Pākeha. These interactions were motivated by contradicting forces—Māori determination to participate in the changing economic and technological landscape, contrasted against British perceptions of their own cultural superiority and inherent right to rule indigenous populations. British superiority was enshrined in aggressive and racist laws that disenfranchised and dispossessed Māori of lands, resources, economies, and attempted to de-culturalise Māori. Laws were in turn translated to policy and practice that reinforced deep seeded myths that have negatively positioned Māori socially, politically and educationally. As Aotearoa New Zealand education progresses toward a commitment to teach our dual and difficult histories, it is necessary to also expose and analyse the ways negative positioning of Māori has been purposefully built into our education system. Understanding how political histories have influenced our education system may better equip education professionals to identify and question their own conscious and unconscious biases, and to challenge and change a system that has its origins racist philosophy, reinforced by policy. Education professionals who are able to deconstruct carefully fortified, damaging myth-making about Māori will be well positioned to lead authentic movement toward a shared future.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 16 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.