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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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The Local Government Act 2002 explicitly requires Māori contributions to local authority decision-making processes. Seven years on, it is timely to review the outcomes of the new statutory provisions and to consider Māori aspirations in relation to local political participation. This paper describes research that was carried out to investigate Māori participation in local elections and other forms of decision-making. Focus groups were conducted with four main types of Māori electors: urban Māori and rural Māori aged 25 years and over, and 18-24 years old Māori engaged in tertiary education or the workforce. The focus groups were part of a wider project on local political participation which explored linkages between what people know about local government and their participation in local government. Focus groups (hui rangahau) proved to be a particularly valuable vehicle for engaging with Māori youth (rangatahi Māori) about their participation in local authority decision-making. The purpose of this paper is to report the findings on the views of rangatahi Māori about local political participation, and offers reflections on the utility of the focus group methodology. The research highlights a number of strategies that local authorities can deploy to reduce the barriers to voting and other forms of participation experienced by Māori youth. Improved engagement with Māori youth is vital to ensure that Māori contributions to decision-making processes do not remain under-developed in future.
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