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INSTITUTIONAL RACISM PUAO-TE-ATA-TU: THREE DECADES ON, A REVIEW OF EDUCTAION

INSTITUTIONAL RACISM PUAO-TE-ATA-TU: THREE DECADES ON, A REVIEW OF EDUCTAION. Pasifika Teachers’ Conference 2016 Bill Anderson and Andrew Barron.                      . The Day Break: 1996:

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INSTITUTIONAL RACISM PUAO-TE-ATA-TU: THREE DECADES ON, A REVIEW OF EDUCTAION

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  1. INSTITUTIONAL RACISMPUAO-TE-ATA-TU: THREE DECADES ON, A REVIEW OF EDUCTAION Pasifika Teachers’ Conference 2016 Bill Anderson and Andrew Barron

  2.  The Day Break: 1996: Lead by Tuhoe Elder John Rangihau, the Dept. of Social Welfare commissioned a report into institutional racism in Gov’t Service delivery.

  3.  1970s – 1980s: Bastion Point

  4.  1970s – 1980s: Springbok Tour

  5.  1970s – 1980s: Dawn Raids

  6. Puao-te-Ata-Tu  “It is imperative that the wishes of the people who promote a philosophy of self-help, “Tama tu, Tama ora, Tama moe, Tama mate”-“You stand, you live, you sleep, you die”-be fulfilled. The people are now ready. Thus our report “Te Puao-te-Ata-tu” – John Rangihau

  7.  Problem areas identified: • Policy formation • Service delivery • Communication • Racial imbalances in the – Staffing Appointment Promotion and Training practices

  8. Institutional Racism  Racism is belief or practice based on the assumption that one race, culture or ethnic group is inherently superior or inferior to another. Societies are racist, as are individuals, but few are avowedly racist

  9. Institutional Racism:  Racism is commonly confused with social class attitudes. The latter are often used as explanations or excuses for behaviour which is basically racist. . . . irrational and illogical thinking producing damaging stereotypes in the dominant group’s culture

  10. Institutional Racism:  Racism may be fuelled by fear, injustice, insecurity or religion. It may be propped up by economic advantage or it may be simply age old prejudice of one group against another group

  11. Institutional Racism:  Racism in New Zealand has been considered in three broad forms. These are personal racism, cultural racism and institutional racism.

  12. Institutional Racism:  The most insidious and destructive form of racism, though, is institutional racism. It is the outcome of monocultural institutions which simply ignore and freeze out the cultures of those who do not belong to the majority. National structures are evolved which are rooted in the values, systems and viewpoints of one culture only. Participation by minorities is conditional on their subjugating their own values and systems to those of “the system” of the power culture.

  13. Institutional Racism:  Institutional racism can be combatted only by a conscious effort to make our institutions more culturally inclusive in their character, more accommodating of cultural difference John Rangihau Puao-te-Ata-Tu, (1988)

  14. Recommendations:  • Gov’t address all forms of cultural racism by – • Providing leadership and programmes on importance and enhancement of all cultural values • Incorporating values, culture and beliefs in all policies for the future • Allocating an equitable share of resources • Sharing power and authority over use of resources • Ensuring legislation recognises social, cultural and economic values of all cultural groups • Developing strategies and initiatives for potential of all people

  15. Recommendations:  • Structural changes incorporating representation, consultation, reporting lines and accountability • Recognition of customary structures and values. Needs of the individual and cultural safety • Review of legislative framework • Power sharing with local communities, with involvement in institution, programmes and funded community solutions • Interagency consultation, with investment in skills training and education through promotion of social and cultural skills • Funded and coordinated initiatives

  16. Recommendations:  • Cultural knowledge required in recruitment, training for others with accredited people to assist in cultural training • Comprehensive training in cultural practice, perspectives and communities • Funded communication and information strategies towards communities • A comprehensive approach in communities involvement in central and local government and business communities, coordinating resources, knowledge and experience to promote and sustain community responses

  17.  Group Work: Discuss your own experience of institutional racism, with a focus on education as an institution (as a student or teacher) Has the Gov’t addressed PUAO-TE-ATA-TU over the last 30 years, with a focus on education looking at ERO, Negs and Nags, School Charter, Annual Plans, school and Government initiatives? Can your group suggest ways forward?

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