Te Tiriti i te Ao Mātauraka: The Treaty in the New Zealand Education System Today, some reflections on a critical pedagogy of place & teaching work in progress Ako Aotearoa: Spotlight on Tertiary Teaching and Learning Dr Richard Manning : June 14, University of Canterbury College of Education

OVERVIEW 1. Why a ‘place based education’ course about the Treaty at Masters level? Course offerings and policy requirements at the University of Canterbury prior to Pilot Course (2009): The need for Kaī Tahu hapū input and academic rigour in the course design process 3. Pilot Course (2009): Reflections on lessons learned during the delivery of the pilot course Course Developments: Two new courses (Te Reo Māori & English medium) with separate, but overlapping, goals.

Why a place-based education course about the Treaty at Masters level? Course offerings and policy requirements prior to 2009.

“WE CANNOT HELP BUT THINK THAT THE UNSETTLED STATE OF RELATIONS BETWEEN MĀORI AND PĀKEHĀ IN THIS COUNTRY IS IN PART DUE TO THE FACT THAT THESE STORIES ARE REMEMBERED ONLY BY TANGATA WHENUA AND A FEW HISTORIANS WHO SPECIALIZE IN NEW ZEALAND HISTORY. WHILE ONLY ONE SIDE REMEMBERS THE SUFFERING OF THE PAST, DIALOGUE WILL ALWAYS BE DIFFICULT. ONE SIDE COMMENCES THE DIALOGUE WITH ANGER AND THE OTHER SIDE HAS NO IDEA WHY. RECONCILIATION CANNOT BE ACHIEVED BY THIS MEANS. THUS IT SEEMS NO MORE THAN COMMON SENSE THAT IF STORIES SUCH AS THESE, FROM TŪRANGA, WERE MORE WIDELY KNOWN IN THE COMMUNITY, PARTICULARLY LOCAL COMMUNITIES MORE DIRECTLY AFFECTED, THE NEED TO HEAL THE WOUNDS OF THE PAST BEFORE MOVING FORWARD WOULD BE BETTER UNDERSTOOD BY ALL.” WAITANGI TRIBUNAL, (2004: P. 740) The problem: Lecturers, teachers, teacher trainees and school students are all too often ‘disconnected’ from place and histories of place. This is a nationwide problem that is not conducive to enhancing Race-relations (locally or nationally)

Paddling together: A waka (canoe) metaphor for working in a cross- cultural, place-based pedagogical partnership. My reflections as a Pākehā lecturer working in a contested cultural landscape.

How can a blending of three of the Crown’s Treaty principles and the tenets of PBE breath life into the Treaty of Waitangi? Treaty principles Partnership Active protection Participation Tenets of Place Based Education 1. Draw connections between the human and natural worlds and valuing “traditional” knowledge 2.Make “connections” between EC centres, schools, universities & communities for the wellbeing of community life. (educators recognize & serve the community of all living things) 3.Education for Eco-justice rather than “globalization” 4.Compatible with traditional “indigenous” ways of “knowing” and “being” (holistic curriculum) 5. Challenge traditional notions of “diversity” and “multiculturalism” (local conditions shape diversity)

Pilot Course (2009): The need for hapū input and academic rigour in the course design process

Pilot Course (2009): Reflections on lessons learned during the delivery of the pilot (place-based) masters level course

2010 Course Developments: Two new courses (Te Reo Māori & English medium) with separate, but overlapping, goals that meet in places of cultural & historical significance (forming a ‘third space’ between Treaty partners)