Maori Studies And Maori Pupils

Press, Volume CX, Issue 32359, 27 July 1970, Page 12

Maori Studies And Maori Pupils

Difficulty with language handicaps many Maori children at school. A poor grasp of English puts many young Maoris at a disadvantage in the pakeha world; a poor grasp of Maori contributes to their lack of a sense of security and identity. The acute problems of many chUdren who have, from their parents, a smattering of both languages but proficiency in neither is weU known. A solution has yet to be found, although attendance at special pre-schools for parents and children has given useful results; and the Education Department is preparing school reading books designed to assist children who “ faff ” between the languages.

Little would be gained, however, and much might be lost, by following the suggestion of a Christchurch Maori architect, Mr W. T. Royal, who wants separate educational development for Maoris. While it is true that children from all-Maori church schools tend to do better than those from bi-racial State schools, this is partly because children who attend the church schools often come from better homes. Instead of increasing this segregation, the teaching of Maori pupils should be improved and the attitude towards Maoritanga, or “ Maoriness ”, in State schools carefully reviewed. Much more remedial work is needed to improve Maori pupils’ ability to handle English; much greater awareness of Maori culture and of the qualities of the Maori way of life is needed among pakeha and Maori pupils alike. Segregation of the races at school, even if it were' feasible, might do incalculable harm to both.

This is not to endorse the suggestion by the Minister of Maori and Island Affairs (Mr Maclntyre) that Maori should replace other languages as a subject in New Zealand schools. Many other languages are equally important. The special place of Maori for New Zealanders should be recognised—by increasing the number of schools at which the language is available as an optional subject for Schoo] Certificate and University Entrance, by increasing the number of universities offering Maori studies, and by a greater emphasis on Maori studies, beyond the level of basic history and simple dances and songs, in teachers’ training colleges.

New Zealand educationists—and. indeed, the community—appear uncertain about how relations between the races should be shaped. While lip-service has always been paid to a philosophy of integration, by which each race should retain its characteristics while living in equality with the other, in practice there has been a tendency, however accidental, for schools and the community to foster assimilation—an attempt to turn Maoris into “ brown-skinned “ pakehas This has left many Maoris in an agonising and ambivalent position, detached from their own culture and largelv ignorant of its values, without becoming full members of pakeha society. The present debate on Maori education, and on the place of Maori language and studies in all schools, can serve a useful purpose if it emphasises the effort which has still to be made by both races to improve the situation.