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An Exploration of the Development of Political Awareness and Participation Among Māori and Pākehā Secondary School Students in Aotearoa/New Zealand

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An Exploration of the Development of Political Awareness and Participation Among Māori and Pākehā Secondary School Students in Aotearoa/New Zealand Becoming and Being Aware and Engaged: An Exploration of the Development of Political Awareness and Participation Among Māori and Pākehā Secondary School Students in Aotearoa/New Zealand Torica LaShā Webb Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2014 © 2014 Torica LaShā Webb All rights reserved ABSTRACT Becoming and Being Aware and Engaged: An Exploration of the Development of Political Awareness and Participation Among Māori and Pākehā Secondary School Students in Aotearoa/New Zealand Torica LaShā Webb This dissertation explores how political ideals, knowledge and participation are shaped, articulated and contested in and out of school for and by Māori and Pākehā secondary school students, school staff, families and communities with data generated through ethnographic research in Aotearoa/New Zealand (ANZ). The state of education in ANZ is both stable and precarious; stable because it is a national school system with a standardized curriculum and hiring standards regardless of whether a school is public or private with a central unit (Ministry of Education) responsible for overseeing these elements and education policy; and precarious in the sense that the school-age population is becoming increasingly diverse and must meet the needs of Māori and Pākehā, as well as Pacific Islander and Asian students. This is particularly imperative for Māori and Pacific Islander children as they are less likely to have attended preschool when compared to their Pākehā and Asian counterparts, and have higher dropout and unemployment rates. Schools are important sites of cultural production representing the nexus of unceasing, multidirectional exchanges of ideas, knowledge and practices contributing to students’ development of political awareness and participation through school organization, pedagogy, and social relations. Viewed through the lenses of the anthropology of education, learning and identity development, social and cultural capital, critical pedagogy and political literacy, I demonstrate the relationship between schooling, citizenship, society and identity using data I generated while conducting 15 months of ethnographic research in two secondary school settings: a state-integrated, coed Māori boarding school, and a public, coed secondary school. I underscore students’ experiences in social interactions, and formal and informal education practices imbedded in particular historical, political, sociocultural and economic contexts. I generated data utilizing research methods consisting of participant observation, interviews and surveys to document school and non-school events and experiences including cultural performances, assemblies, classroom sessions, field trips, staff and faculty meetings, in addition to protests, media coverage and court proceedings for Māori activists and other political activists accused of domestic terrorism in October 2007. Finally, I use the terrorism raids as a vehicle to discuss the role public pedagogy plays in educating the public, and relate my findings to the anthropological literature on indigenous movements and cultural homogenization to address the bidirectional interplay between globalizing forces and local effects on identity formation and cultural processes. TABLE OF CONTENTS LIST OF FIGURES ................................................................................................................................... iv LIST OF TABLES ....................................................................................................................................... v ACKNOWLEDGEMENTS ....................................................................................................................... vi DEDICATION ........................................................................................................................................... ix GLOSSARY ................................................................................................................................................. x CHAPTER 1: INTRODUCTION ............................................................................................................... 1 A Memorable Introduction to the Field ................................................................................................... 1 Time to Grieve, Time to Comprehend ...................................................................................................... 6 Description of the Study ................................................................................................................................ 7 Why Schools? The Anthropology of Education ...................................................................................... 9 Identity and Becoming ............................................................................................................................... 16 Māori Taonga and Identity ........................................................................................................................ 21 Social and Cultural Capital in the Development of Children and Youth .................................... 23 Becoming Citizens: Pedagogy and The Learning of Political Behavior ...................................... 28 Chapter Outline ............................................................................................................................................. 36 CHAPTER 2: HISTORY, POLITICS AND SCHOOLING: THE AOTEAROA/NEW ZEALAND CONTEXT ................................................................................................................................................ 38 ANZ Demographics , , , .................................................................................................................................. 39 Pre-Contact Māori Life and Socialization Processes ........................................................................ 47 Settlement, Colonialism and Establishment of the Native Schools System .............................. 49 Urbanization .................................................................................................................................................. 58 Indigenous Activism, Māori Cultural Revitalization and Schooling ............................................ 61 CHAPTER 3: METHODOLOGY ............................................................................................................ 72 University of Hawai’i at Mānoa ................................................................................................................ 73 Research Context .......................................................................................................................................... 76 Race and Positionality ................................................................................................................................ 81 Research Plan and Methodology ............................................................................................................. 83 Preparation for Research .......................................................................................................................... 88 Reciprocity ..................................................................................................................................................... 89 CHAPTER 4: RESEARCH SITES .......................................................................................................... 90 Te Taumata College ..................................................................................................................................... 90 External Conflict: The Survival of Te Taumata College ................................................................. 100 The Role of the Anglican Church in Māori Education ..................................................................... 105 Mainstream College ................................................................................................................................... 111 CHAPTER 5: STUDENT VOICES ON BELONGING, RIGHTS, AND POLITICS ........................... 122 Belonging and Membership .................................................................................................................... 123 Te Taumata College ................................................................................................................................... 125 Relationship Between School and the Self ......................................................................................... 125 Extracurricular Activities ........................................................................................................................ 127 Notions of Freedom and Control ........................................................................................................... 128 Bullying .......................................................................................................................................................... 130 Students’ Understanding of Rights ....................................................................................................... 133 Mainstream College ................................................................................................................................... 134 i Relationship Between Schooling and the Self .................................................................................
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