Transcript Institutional Racism

INSTITUTIONAL RACISM
PUAO-TE-ATA-TU: THREE DECADES ON, A REVIEW OF EDUCTAION
Pasifika Teachers’ Conference 2016
Bill Anderson and Andrew Barron
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 1996:
 Lead by Tuhoe Elder John Rangihau, the Dept. of Social Welfare commissioned a
 report into institutional racism in Gov’t Service delivery.
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The Day Break:
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 1970s – 1980s:
 Bastion Point
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 1970s – 1980s:
 Springbok Tour
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1970s – 1980s:
Dawn Raids
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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
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Problem areas identified:
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Policy formation
Service delivery
Communication
Racial imbalances in the –
Staffing
Appointment
Promotion and
Training practices
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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
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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
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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
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Institutional Racism:
Racism in New Zealand has been considered in
three broad forms.
These are personal racism, cultural racism and
institutional racism.
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Institutional Racism:
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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.
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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)
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Recommendations:
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Gov’t address all forms of cultural racism by –
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Providing leadership and programmes on importance and enhancement of all
cultural values
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Incorporating values, culture and beliefs in all policies for the future
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Allocating an equitable share of resources
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Sharing power and authority over use of resources
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Ensuring legislation recognises social, cultural and economic values of all cultural
groups
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Developing strategies and initiatives for potential of all people
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Recommendations:
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Structural changes incorporating representation, consultation, reporting lines and
accountability
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Recognition of customary structures and values. Needs of the individual and
cultural safety
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Review of legislative framework
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Power sharing with local communities, with involvement in institution,
programmes and funded community solutions
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Interagency consultation, with investment in skills training and education
through promotion of social and cultural skills
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Funded and coordinated initiatives
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Recommendations:
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Cultural knowledge required in recruitment, training for others with accredited
people to assist in cultural training
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Comprehensive training in cultural practice, perspectives and communities
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Funded communication and information strategies towards communities
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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
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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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