Since release of the I, Too, Am Auckland videos (all three of which can be viewed here), a number of questions and critiques have been raised, which this post will attempt to address.

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Issue 1: Was there an over-representation of Pacific interviewees relative to Māori interviewees?
In some ways, yes. In other ways, no. With respect to the raw number of interviewees, there was a disproportionate number of Pacific students interviewed. Listed below are some basic descriptive statistics of interviewees:

Māori* Pacific**
Female students 10 15
Male students 3 14
Female staff 2 0
Male staff 1 0
Total 16 29

(*”Māori” includes interviewees who identified solely as Māori, as well as those identifying as Māori and any other ethnicity, including a Pacific background; ** “Pacific” interviewees expressed identifying as Cook Island Maori, Fijian, Niuean, Samoan, and Tongan).

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In terms of raw numbers, there was an over-representation of Pacific interviewees, especially with respect to students. If excluding the 3 Māori staff members, about 31% of student interviewees were Māori, and 69% Pacific. This may be a ramification of willingness to be interviewed and/or the production team’s ethnic composition, which included 3 individuals who identify as Samoan, 1 as Cook Island/Vanuatuan, and 3 as Asian (2 Indian; 1 Japanese American).

Representation, however, can be viewed in other ways, including how much speaking time interviewees had in the 3 primary videos (i.e., excluding the 90-second Trailer).

Video 1: “Experiences” Minutes Percentage
Māori students  6 min, 18 sec 42.6%
Pacific students 8 min, 8 sec 55.0%
Combination Māori and Pacific students 0 min, 3 sec  0.4%
No interviewees 0 min, 18 sec 2.0%
Total “Experiences” video 14 min, 47 sec 100.0%
Video 2: “Targeted Admission Schemes/Tuākana”
Māori students 0 min, 7 sec 1.2%
Pacific students 1 min, 9 sec 11.7%
Māori staff 8 min, 10 sec  82.9%
No interviewees 0 min, 25 sec 4.2%
Total “Targeted Admission Schemes/Tuākana” video 9 min, 51 sec 100.0%
Video 3: “Solutions”
Māori students 2 min, 28 sec  41.2%
Pacific students  2 min, 43 sec  45.4%
Māori staff 0 min, 33 sec 9.2%
No interviewees  0 min, 15 sec  4.2%
Total “Solutions” video  5 min, 59 sec  100.0%
All 3 Videos Combined
Māori (students and staff) 17 min, 36 sec 57.5%
Pacific students 12 min, 0 sec  39.2%
No interviewees 0 min, 58 sec  3.2%
Total 30 min, 37 sec  100.0%
Māori students, all 3 videos  9 min, 26 sec  44.0%
Pacific students, all 3 videos 12 min, 0 sec  55.9%
Total, students only 21 min, 26 sec 100.0%

Although more Pacific students were interviewed than Māori, Māori were featured more in terms of speaking time across the videos when including Māori staff. If only accounting for students, Pacific students did have more time in the videos – roughly 2 and 1/2 more minutes than Māori students. Unfortunately, Pacific staff were not present in videos despite the “I, Too, Am Auckland” team’s requests to a few Pacific staff who were asked. Due to time constraints, further requests to secure Pacific staff representation were not made – a significant limitation.

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Faculty representation and level of study amongst student interviewees is also worth presenting:

Faculty Major(s) Number Students
Law/Arts combination 13
Arts 7
Medical & Health Sciences 7
Law 4
Commerce 3
Creative Arts & Industries 3
Engineering 2
Law/Commerce combination 1
Science 1
Science/Arts combination 1
Undergraduate 28
Postgraduate 14
Total 42

Notably absent are students from the Faculty of Education, where a disproportionately high number of Māori and Pacific students study.

Given the descriptive observations presented above, it is important to highlight that the “I, Too, Am Auckland” project is not and has never been framed as scientific research. Rather, it is based off of scientific research, which has been published in two peer-reviewed academic articles thus far (see here and here), which conveyed the same themes covered in these videos.

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Issue 2: Why were Māori and Pacific students grouped together, and why were other ethnic minorities not included?

Māori are recognised as indigenous, tangata whenua (“people of the land”) in Aotearoa New Zealand, whereas Pacific peoples are nga iwi o te moana nui (“people of the Pacific Ocean”); there is an obvious and important distinction. Despite these differences, Māori and Pacific students were grouped together because as expressed in the previously mentioned research, students from both groups experience very similar forms of everyday racism. One key difference is resistance by some majority-group students to discussion in courses over The Treaty of Waitangi/Te Tiriti o Waitangi, which more adversely affects Māori students, being a form of everyday colonialism. Still, Māori and Pacific students must share coping with racialized stereotypes tied to a range of areas (e.g., alleged criminality, poor educational capability).

Additionally in some faculties, Māori and Pacific students can both gain university entry through an admission scheme, which fuels much of the backlash driven by some majority-group students towards Māori and Pacific students. The University’s Tuākana Programme is also used on occassion by some majority-group students to disparage Māori and Pacific students’ educational successes. To this end, there were more similarities than differences with regard to everyday discrimination, and it made sense to group students together in spite of existing heterogeneity.

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It was also due largely to the targeted adminission schemes and Tuākana Programme, which frequently apply to both Māori and Pacific students, that this project did not include students from other ethnic minorities, who surely experience their own forms of racism. “I, Too, Am Auckland’s” focus on Māori and Pacific students does not dismiss the experiences that other ethnic minority students face, but that was not this project’s focus. Furthermore, Aotearoa New Zealand is part of Polynesia, giving Māori a regional connection to Polynesian and Melanesian students.

For a MaoriPicture credit here.

Issue 3: Does the “I, Too, Am Auckland” project bring negative attention to Māori and Pacific communities, who should “harden up” and not present themselves as “victims”?

The “I, Too, Am Auckland” team contends that no student should ever need to “get through” discrimination, or “harden up” in order to prepare for life after uni. Ethnic minorities should not have to shoulder the burden of coping with or preparing for racism. Instead, majority-group members who do discriminate should stop doing so, and those who do not discriminate should step up as responsible citizens and bystanders to end racism (just as men should step up to end sexism).

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Furthermore, racism is not an issue to be solved strictly by individuals, and certainly not strictly by students. Within the university context, the university as an institution must follow its principles to be the critic and conscience of society, to address discrimination both within and beyond its walls. Hence even if the institution itself is not racist, when racism seeps in, the institution has a responsibility to act as an institutional role model for the rest of society and address it.

Students partaking in the “I, Too, Am Auckland” videos have engaged in consciousness raising. They are not bringing negative attention to themselves, their families or their broader ethnic communities by speaking up about a serious issue. Instead, they demonstrate courage in speaking up about a sensitive issue that has been ignored for far too long. Whether one agrees or disagrees with these students’ viewpoints, the students should be recognised as leaders who stepped up to speak publicly on an issue they felt strongly about, rather than remain silent and let discrimination persist, thereby impacting future generations of students.

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By speaking out, the student interviewees are recognising that they are not simply individuals. They are part of a collective, tied to their families’ prior sacrificies and future Māori and Pacific tertiary students’ well-being. As students who (1) publicly confront a social problem, (2) present solutions, and (3) discuss turning discrimination into educational motivation, these students are not passive victims. For more on this issue, see here.

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Issue 4: The discrimination Māori and Pacific students face is not a big deal.

Racism and vestiges of colonialism are always a big deal. They are reminders that ethnic minorities and indigenous peoples are still considered second class citizens, and this has serious implications for some students, as expressed in the videos. Racism and colonialism should never be trivialised.

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NZ Herald CoverYesterday in Aotearoa/New Zealand it was Waitangi Day, which commemorates unification between the indigenous Māori inhabitants and the British settler population. For the nation-state of New Zealand, every 6 February is heralded as a day of celebration for all “Kiwis,” or New Zealanders, to express their collective patriotism. Well, that’s one version of it.

It was on 6 February 1840 when Te Tiriti o Waitangi was signed by 46 rangatira (Māori chieftains), and in the six months following, approximately 450 more. Te Tiriti was authored by the British and written in te reo Māori. Māori in contemporary society who believe in decolonization efforts (along with non-Māori allies) argue that Te Tiriti “cemented [Māori’s] overriding authority, while granting permission to the Crown to regulate the conduct of British nationals” (Mikaere, 2011, p. 129).

This historical document was also written in British English, and in this version, The Treaty of Waitangi mandated that the Māori population cede their sovereignty to the British Crown in return for protected property rights. Thus for the British, The Treaty of Waitangi has served as the central legal document that legitimized citizenship and continues claim to the land.

For Māori, The Treaty represents the beginning of British colonial, legal imposition into Aotearoa that was furthered substantially in the 1860s through legal maneuvering that privatized land ownership – a familiar colonial tactic employed across the Pacific.

With a national holiday celebrating The Treaty – a legal document that includes indigenous peoples – it may appear that in Aotearoa/New Zealand, the indigenous people have it comparatively good. But consider that prior to British arrival, the Māori population stood at somewhere between 200,000 and 500,000; by about 1900, their population dropped to 42,000. And today, Māori share the same types of social disparities as other indigenous peoples worldwide.

NZ Herald CornerIt is because of these historical concerns and ongoing disparities that not all Māori celebrate Waitangi Day. In fact, the national holiday has a history of Māori protest, which with all things considered, should hardly be surprising. Shouldn’t a place’s indigenous people have the right to protest on their own homeland?

And this brings me to this blog entry’s subject.

Yesterday’s front page of The New Zealand Herald (the country’s most prominent newspaper) made special effort to highlight a piece on Waitangi Day “protest free” with a white fist driven up.

The paper’s headline story, “Celebrating NZ’s day: Waitangi: What it means to you” strategically profiles an ethnically diverse group of individuals, some of whom speak to historical injustices and today’s social inequalities. Some excerpts from the story:

The important thing [regarding Waitangi] is probably the continued acknowledgement of the Treaty. And, along with it, the acknowledgement by Pakeha of all injustices committed against Maori, while their ancestors blatantly ignored the Treaty. Especially since the roots of the alarming inequality in the country today go all the way back to what we like to call colonisation; I don’t see how it could be any more relevant.

The Treaty of Waitangi was breached as bro and heaps of Kiwis don’t know that. I can’t believe the Government thought they could get away with the confiscation of land, the banning of te reo AND the pepper-potting – please look it up. I’ve met too many Kiwis that think we should just forget about it and that Maori should move on, and it’s exhausting explaining why that’s a really stink way to think…

A continued dialogue around the Treaty will always be important. The birth of contemporary NZ started under colonial rule that brought with it all the (problems) of colonisation. Continued conversation, debate and dialogue keep questions of power and exploitation alive, relevant and evolving and hopefully make us as a community more aware of the respect that is owed every human being and the land we inhabit.

Many Kiwis think we need to move on, but for me there is still so much work to do around the Treaty and race relations that it’s way too early to start celebrating. I want NZ to be a country that is world-renowned for its equality. Where it is a priority, not just a soundbite or media tag, but written into our constitution so any and all governments can be held to this one core value: equality.

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Still, because The Herald has framed these interviewees’ contributions within a dominant “protest-free” discourse and included the excerpts within a story that “celebrates” Waitangi Day, any radical critique of The Treaty is negated. Critique can only come through moderated reflections of “moving on” in reconciliatory ways that don’t attack the status quo, that don’t address land rights, that don’t address substantive changes in mainstream culture.

And this is how mainstream, neocolonial media makes itself appear progressive while actually supporting the state to minimize indigenous/human rights.