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Recently, the Australian government apologised to the “stolen generation” for past abuses. The apology had been long awaited and when delivered was well received by the indigenous people of Australia and the world in general. The question was then raised in the New Zealand parliament as to why Māori had not yet received a similar apology from the New Zealand government. The abuse of Māori by past governments is well documented involving not only land theft and illegal confiscations but numerous human rights abuses including racial discrimination, murder, armed aggression, and illegal incarceration. If reconciliation between Māori and Pākehā is an important part of nation building then an apology would seem to be in order. The concept of trans-generational justice is as valid as trans-generational resource transfer and trans-generational obligations. The argument supporting trans-generational justice is based on the authority of government residing not with individuals but with the office of government itself. Without an apology the marginalization of Māori will be difficult to overcome. This essay examines reasons why Māori should or should not receive an apology from the New Zealand government.
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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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This paper presents the findings of research about civics and citizenship education in Aotearoa New Zealand. Aspects of New Zealand's electoral system, such as the Maori representation, have long been the focus of political debate. This paper identifies the civics and citizenship education provided to New Zealand citizens about this debate. In New Zealand, civics and citizenship education is taught through the social studies curriculum. A review of the teaching units for social studies showed a considerable focus in New Zealand on aspects of citizenship such as identity, but an absence of material for civic knowledge such as the make-up of the electoral system. This absence includes a lack of material on the Maori electoral representation. These challenges are considered in context of the multidimensional citizenship model arising from the international Citizenship Education Policy Study (CEPS).
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"On 15 of October 2007, three hundred police officers dressed in full riot gear, including balaclavas and sunglasses, raided the township of Ruatoki which lies at the northern end of the Ureweras. At the same time as Ruatoki was being lockeddown, police raids were taking place in other parts of the country. By the end of the day, 17 people were reported as arrested; four from Wellington, six in Auckland, one in Palmerston North, one in Hamilton and five in the Bay of Plenty area. The 'global war on terror', launched in the US five years earlier, had finally arrived in New Zealand "