Maori Woman Teacher represents NZ at Switzerland Conference

Tu Tangata, Issue 4, 1 February 1982, Page 29

Maori Woman Teacher represents NZ at Switzerland Conference

From approximately 18,500 Teachers in State Primary and Intermediate Schools the New Zealand Educational Institute (NZEI) for the first time in 100 years asked a Maori woman teacher Kura Taylor to be its International Consultation Nominee, at a conference in Switzerland last year.

The six weeks before leaving New Zealand were very busy weeks indeed, crammed with background reading from the World Conference of the Organisations of the Teaching Profession [WCOTP), UNESCO, Department of Maori Affairs, NZEI, Race Relations Office, and friends; arrangements for passport, money and clothes; completing 1500 word assignments for Massey University papers; sitting a three-hour Diploma in Teaching examination; initiating an ActingSecretary for the Auckland Branch NZEI one of the largest branches in New Zealand; domestic arrangements and of course, teaching full-time.

Preliminaries

Finally all the preliminaries were completed. Into the hand-tooled leather wallet from Arahina MWWL went the travel documents arranged by NZEI and the travellers cheques representing the mone awhina from the Department of Maori Affairs and the Taranaki Maori Trust Board. Into my luggage went the gowns and garments with the koru patterns from Mahia Wilson, Babs Pedersen and Ramai Hayward and the gown with Toi Maihi’s “kakariki” design; the Toi Maihi personalised “kuaka” note-paper and name cards; enough mementoes (kete, poi poi, wall hangings, bookmarks) from Ruapotaka MWWL and Mahia Wilson for everyone connected with the Consultation and those who hosted me in London, Hong Kong, Geneva and Paris; two New Zealand desk flags from Arahina MWWL; my best kete, my mako earrings, my pounamu, and “Te Raukura”; and most important of all, the taonga to be presented to WCOTP on behalf of the NZEI.

The taonga named “Te Wakahuia o te Whanau” (Treasure Chest of the New Zealand Bi-cultural Family) was carved by Morgan Puru of Te Unga Waka MWWL. Bedded in the wakahuia lay “Te Raukura o Te Atiawa” and the “Three Baskets of Knowledge” all blessed by the Rev. Ruawai Rakena.

I was on my way leaving New Zealand shores for the first time physically alone but spiritually strong, bound for the Hotel du Mont Blanc, Morges, Switzerland.

Touch-down Travel and arrival was a mass of strange sounds, strange routines, strange expectations and wonderful warm people. The Consultation began at 9.00 in the morning and continued until at least 11.00 at night. Discussions were in both French ancf English with simultaneous translation. During the morning session on the first day

there were introductions with the reading of curriculum vitae, statements of the purpose of the Consultation, and the receiving of the five working papers. In the afternoon the Consultation President and Rapporteurs were elected and inducted. How did I feel being elected to the Chair without any warning at all? Trapped totally inadequate and with absolutely no one to run to and nowhere to hide knowing full well that for the Mana of the People and the NZEII had to smile and accept graciously. I opened with a mihi and at every opportunity after that introduced or drew a parallel with things Maori as I know them.

Personalservice

During the consultation we were each required to make a statement about teacher experiences and studies related to education for peace, disarmambnt and respect for human rights. In summary I talked about the NZEI, its services to Education and its code of:-

...“personal service to others through concern for and responsible promotion of the education and welfare of children, students and teachers”....

In the matter of wars and peace education I spoke about us being geographically insulated and isolated by distance; sending our young men to seven wars; 25th April ANZAC remembrances; RSA and poppy day; allegiance to the flag; being part of the Commonwealth; the Maori People’s pilgrimage to the theatres of battle and our appreciation of the care given to the graves of New Zealand’s war dead. I referred to nuclear testing in the Pacific and visits of nuclear powered shipping to New Zealand ports.

Shared control

Within the New Zealand education system I spoke about compulsory education from 6 to 15 years; control and administration of Primary and Secondary Schools; liaison with our Pre-school education centres. I pointed out that we as teachers enjoyed continuous consultation with those in authority on curriculum and administrative matters and as a result the opportunities of both Teachers and members of the public to share in shaping and reviewing the syllabus of instruction for Primary and Intermediate Schools. I talked about there being as yet only one official language English (great surprise) but that there were this year four official experimental English/Maori bi-lingual schools. I mentioned also the NZEI report on Maori Education “Te Tatai Hono” which had just been published for discussion.

Key component I talked about our firm belief in the skill of

the teacher to teach as the key component in sustained learning and the need for Teacher Training programmes in Maori to be expanded. I talked about our Teacher Exchanges; Teacher’s College visits to Japan and Australia; Wales, USA etc.; Colombo plan students; the resources available from the New Zealand Foundation for Peace Studies; our Social Studies programmes and the direction of those programmes towards an appreciation of basic human rights.

I mentioned our welfare state and the many different voluntary welfare organisations which cater for those in need and the voluntary cultural organisations which formed a support structure for people of different ethnic groups. I talked about the family and the community values, attitudes and beliefs.

I commented that while New Zealand’s race relations were sometimes said by some to be the best in the world they remained only as good as those of us in New Zealand society who were prepared to listen to each other and to work at relationships even when we didn’t want to, and that it appeared that the minority groups had to work the hardest. I spoke about Maori issues and the demand of Maori people for self-determination, and I referred to Tu Tangata programmes currently being encouraged through the Department of Maori Affairs and the growing political awareness of the Maori People.

Underlining ideals I referred to the universals in educational philosophy and practices coming through all the papers and statements presented by participants as underlining New Zealand’s educational expectations and ideas. After working day and night all week, on Friday afternoon the 60 page draft document of our deliberations in both French and English appeared before us for approval. We had completed the task we had been asked to do UNESCO would have its publication. The emphasis Educate the Educators! The report of the Consultation which has not yet been released by UNESCO will contain a summary of the Plenary Discussions, the Group discussions and the recommendations to UNESCO. “Kia tau te Rangimarie, waiho ake kite taha te ngakau pouri” “Cast anger aside and let reason prevail” very aptly sums up the spirit of the Consultation. Personal touches Now for some of the personal touches the human responses that reached us all:Being something of a curiosity as a New Zealand Maori; the sincere physical greetings each morning; having to say my name only once and everybody extending the courtesy of listening and pronouncing it correctly the first time; opening each day’s proceedings with greetings in French, Japanese, Russian, English, and Maori; remembering the discreet little nudge that I had forgotten the German and Dutch-speaking participants, so from then on it was greetings in French, Japanese, German, Russian, Dutch, English and Maori quite a marathon (off the cuff) for someone who knows no other language but English; remembering to use my headphones and making sure the interpreters

were given time to finish their translations before I burbled happily on; starting one day with everybody singing Happy Birthday in English to the Russian Kabatchenko; the delightful assertiveness of the men who decided what I would wear for the group photograph; being sent off for “la plume” for the photograph; seeing Abiboulaye Sy from Senegal and Olu Obolawe from Nigeria very proudly wearing their national dress each day; seeing the disbelief when I announced I was just going to get on a train and go around Europe; feeling the stress of trying to make myself understood and trying to understand other people who were not English-speaking; feeling sadness for someone afraid of not being understood travelling alone in a strange place after the consultation; feeling frustration for someone needing a visa for every country travelled through; the humour we enjoyed together regardless of language; the beauty of Mont Blance when it finally appeared for us; the marvellous patience and courtesy with which I was treated in all the six weeks there is not a single time when I can honestly say someone deliberately set out to make me feel uncomfortable; the incredibly warm people I met everywhere I went; the friends I made and the generosity that I will never ever be able to repay! Cooks tour And after the Consultation? Three weeks with a Eurail pass and an itinerary spontaneously planned by two of the WCOTP secretariat. Across Switzerland, Berne, Interlaken, Lucerne, Zurich, St Gallen, Troges and the Kinderlorf Pestalozzi, the International Children’s Village set up for war orphans in 1946 and now taking in children recommended by organisations. From St Gallen to Munchen, on to Salzburg, Wein, Venezia, Milano and then hosted for 6 days

in Paris including a half-day visit to UNESCO Paris, back to Geneva ( a half-day visit to UNESCO Geneva), off to London, then Singapore and straight off the plane in Auckland into the classroom. When I look back having had so much that was positive, I think probably my greatest disappointment was that I am mono-lingual in English only fluency in Maori may possibly have helped me to time into the nuances of other languages; fluency in French would have given me an added communication tool for the consultation; fluency in German would have taken me round Europe much more easily. People communicating with other people are the most fortunate people in the world. I really envied the communication experiences of those whom I met who slipped in and out of languages but the one I could understand! Ours alone My Tupuna went with me and brought me back the stronger for having had international experience, with a much deeper appreciation of the Mana of the New Zealand Teacher and the freedoms I enjoy as a Teacher and as a person; immeasurable intangibles; some disconnected ideas swimming about like silver fish in my mind and needing some thinking through and the firm conviction that we as a People and those of us who are in education in particular, must continue to influence Education with the injection of that special richness and spiritual strength which is ours alone. While I accept that other peoples have much in their countries of which they are justifiably proud, I also can afford the great pride I have in being who and what lam A Maori woman teacher and a person in my own right! Kura Marie Taylor.