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Communities of colour are racialised and oppressed differentially by settler colonial states (Saranillio, 2013), yet the discourse of diversity and inclusion that dominates state interactions with communities of colour tends to conflate marginalised groups as equivalent and interchangeable to the detriment of intergroup relations. An approach to community building that recognises racial difference in general and the irreducibility of indigeneity in particular is needed if racialised communities are to create solidarities for transformative change. We engage Indigenous and settler colonial theories to address these imperatives, while noting the distinct character of these frameworks. In particular, we seek to highlight the specificity of indigeneity in settler colonial contexts, such as Aotearoa New Zealand, and to generate a model for relationship building that is not founded on settler colonial ideologies, by drawing on Indigenous concepts. Through thematic analysis of interviews with Māori community leaders, we explore Māori-–tauiwi (settler) of colour (ToC) relations. The results of our qualitative analysis provide evidence for Māori–ToC relations that are consistent with whanaungatanga (good relationships characterised as family-like, based on similar experiences, and bound in conditional solidarity; see Benton, Frame, and Meredith, 2013). Furthermore, we identify the following four aspects of whakawhanaungatanga (relationship building): positioning, power sharing, dialogue and cultural practice. Thus, we suggest whakawhanaungatanga as a Māori approach to relationship building with the potential to generate Indigenous–settler of colour solidarities towards transformative change.
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The presence of diverse needs, interests and perspectives in society is a key measure of a healthy representative democracy. Learning about diversity, and how society provides for diversity, is therefore a valuable characteristic of citizenship education (Arthur and Davison, 2000; Berding and Miedema, 1998; Feinberg, Fields and Roberts, 1997). This paper presents the findings of recent research about citizenship education in Aotearoa (New Zealand). In particular, it explores what presence the notion of diversity has in New Zealand’s citizenship education programme (social studies). In New Zealand, the provisions for diversity are under constant political debate. This includes the provisions for indigenous political representation, such as the Maori parliamentary seats. The research utilized critical discourse analysis and content analysis methods. A review of the social studies curriculum revealed a strong focus on identity, culture and heritage in New Zealand, but an absence of material about how diversity is provided for in society. This includes the socio-political provisions for diversity in New Zealand’s democratic arrangements, such as guaranteed indigenous representation. The implications of this absence are discussed in terms of citizens’ understandings of democracy, equality, and the preparation of citizens to discuss these issues further.
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Topic
- diversity
- citizenship (1)
- civics (1)
- colonisation (1)
- education (1)
- equality (1)
- relationship building (1)
- whanaungatanga (1)
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