‘Lucky ones’ learn NZ history

Students are missing out on fundamental New Zealand history, teachers say.

Their comments come after a final effort to make New Zealand’s history a mandatory part of the curriculum.

NZ History Teachers’ Association chairman Graeme Bell urged the education and workforce select committee to recommend a compulsory framework of Ma¯ ori history. As the system stood, he said, students taught New Zealand history were the ones who ‘‘strike it lucky’’.

But the Ministry of Education has said a move toward a syllabus model was not the answer. Rather than that approach, it said it was developing more resources for New Zealand history to be taught.

Students without the knowledge of their country’s history risked being ‘‘susceptible to dangerous mythologies’’, Victoria University professor of history Jim Mcaloon said.

Education Minister Chris Hipkins said there were schools that did an amazing job in teaching the subject but there were others with a long way to go.

It was something the Government was actively looking at.

‘‘I am not in a position to make any announcements about that

today but we have heard that concern. Let’s just give it a little bit longer and we will have more to say,’’ Hipkins said.

More than a year has passed since Bell’s petition pushing for teaching of New Zealand history in all schools was presented, now with more than 3600 signatures.

He said it was ‘‘disappointing’’ the ministry refused to budge.

In its own submission earlier this year, the ministry admitted issues of systemic racism within schools formed barriers for Ma¯ ori students’ achievement, and recognised the importance of teaching Ma¯ori history to all students. ‘‘As such, inclusion of Ma¯ ori histories is essential so that Ma¯ ori students can see their culture and heritage acknowledged and affirmed in their education.

‘‘Through the teaching of Ma¯ ori history, all students can grow an appreciation and better understanding of Ma¯ ori culture.’’

It was making a number of developments to the curriculum, including resources for schools and teachers through Te Takanga o te Wa¯ – Ma¯ ori History Guidelines (for years 1-8). However, Bell said the only way he could see the gaps closing was to mandate the learnings. All Kiwis should have the tools to make ‘‘informed judgments’’ on today’s issues that had historical roots, he said.

Mcaloon said academics specialising in history could help create the resources for teachers.

He believed there were more teachers lacking the confidence to teach the subject well, than those with ‘‘ill-will’’.

With knowledge of history, the nation would be better equipped to understand the issues that affected it and matters of controversy such as Ihuma¯ tao.

Kiwis should have the tools to make ‘‘informed judgments’’. Graeme Bell NZ History Teachers’ Association