N.Z. culture unique—lecturer

Press, 6 October 1987, Page 35

N.Z. culture unique—lecturer

By

JENNY LONG

New Zealanders must cut their ties with Britain

to appreciate their own unique culture, says New Zealand’s first university lecturer in bicultural studies.

Ms Rose Parker-Taunoa has been appointed to the University of Canterbury’s education department. New Zealand had a “unique culture” because of the Maori input, Ms Parker-Taunoa said.

However, as long as some fifth-generation

New Zealanders continued to regard Britain as "home,” they would not appreciate New Zealand’s "home-grown stuff” — such as the writers,

Patricia Grace, Witi-Ihi-maera, and Keri Hulme. Ms Parker-Taunoa said many pakehas did not

acknowledge the need for a Maori perspective and that “frustrated” communication.

“A few pakehas have seen the need and I would like to move along with them. “It is the pakehas who

need to be re-educated in biculturalism and bilingualism, but it is ignorance and fear that is preventing that.” The very term “bilingualism” had derogatory connotations and could be

regarded as racist, she said.

“It presumes the superiority of one culture, and that the so-called inferior culture has to learn the language and customs of the other.”

All New Zealanders would benefit from an appreciation of Maori values.

Ms Parker-Taunoa acknowledges that her statements are radical.

"Changes must be made. I am after a better society for my children and my people and ultimately for the whole of New Zealand.”

Ms Parker-Taunoa, who has an honours degree from the University of Canterbury, takes up her position after three years as a primary school teacher in Christchurch.

She is a member of Ngati-Porou and is married, with two children.

She imagines that Maori students in all subjects will see her as a “beacon” and she hopes to work with them.

The head of the education department, Profes-

sor Warwick Elley, said it was important to bring a bicultural dimension to education courses.

"We are helping to train teachers who have had little exposure to Maori culture and language, yet who will be teaching Maori children.” Professor Elley said many Maori children faced educational problems, shown by the disproportionate number of Maori failures in schools. Recent figures showed that almost twice as many Maori as pakeha children left school without qualifications. Many research tasks awaited Maori researchers, Professor Elley said. These included an evaluation of Te Kohanga Reo programmes and further exploration of

reasons for Maori underachievement.