By John Ansell

Reblogged from here

Teacher training - parrot

The ethically-cleansed, ethnically compliant
New Zealand teacher.

The following story made my blood boil.

It needs to be put in front of everyone who cares about the education of our children.

It’s about the cultural brainwashing programme that has turned every New Zealand teacher into a propaganda parrot for primitivism.

It’s the account of a new teacher who, alone in his year group, had the guts to stand up to his training college indoctrinators.

As you may discern from his writing, he’s a highly literate and learned young man. He’s also been a nationally-ranked sportsman.

Yet despite sending his stellar CV to around a hundred New Zealand schools, he was granted the sum total of one interview — and no job.

Forced to conclude that his preference for truth, civilisation and racial equality has made him a pariah to the pinko, pagan-worshipping, West-hating educational elite in his homeland, last Saturday he boarded a plane to go teaching in a country that values his knowledge more highly.

The following are his words. The pictures and captions are mine.

________________________________________

CRITIQUE OF NEW ZEALAND’S
TEACHER TRAINING INSTITUTES

By A Teacher In Exile

Teacher training - if we are to avoid separatism, must end systematic indoctrination

As a recent graduate in secondary teaching, I have been invited to share my experiences of the teacher training I received.

I shall describe the cultural indoctrination to which trainee teachers are subjected and the flow-on effect this has on school culture and classroom learning.

I am aware of the risks involved in taking this action (my lecturers and classmates should have little trouble identifying me), but I hope that my example will encourage other teachers (and trainee teachers) to come forth and share their own experiences.

It is important that readers of this blog understand the hoops that trainee teachers are forced to jump through, and the limits on freedom of thought that are imposed from above.

Education has always been the battlefield on which culture wars are fought, and if we are to avoid a future of cultural separatism in this country, it is imperative that we end the systematic indoctrination of teachers and students.

THE INTERVIEW

Before one is accepted into a teacher training programme, it is necessary to attend an interview conducted by the teaching staff.

In every interview, applicants are asked about their relationship to the Treaty of Waitangi, and their loyalty to ‘treaty principles’.

Teacher training - Inquisition of Galileo

“There is something vaguely inquisitional
about the framing of these questions.”

There is something vaguely inquisitional about the framing of these questions, and suspicion falls upon any applicant who diverts from the official line.

In my interview, I circumvented these questions by declaring myself an internationalist.

(The confused expression on the faces of my left-leaning interviewers betrayed their cognitive dissonance: internationalism used to be a left-wing principle.)

I affirmed that all human beings are members of the human race, and that pigeonholing individuals into sub-groups does more harm than good.

(Further underscoring the contradictions in their own thought, the interviewers agreed with me that pigeonholing Maori is indeed harmful.)

At the conclusion of the interview, I was thanked for my honesty; but as subsequent events would demonstrate, there are limits to how much honesty these people are willing to tolerate.

THE INDUCTION

The first day at a teacher training institute is not unlike one’s first day at school: strange, bewildering and slightly intimidating.

Maori culture is very much to the fore, as Maori songs are learnt and sung, and mihis are taught in special workshops. (We were encouraged to take our mihis into the schools and to deliver them before staff during our placements.)

Teacher training - Accentuate the Primitive - girls

“This veneer of bicultural identity masks
something much more sinister.”

A trip to a local marae is customary, and in some cases, trainee teachers will stay in the marae overnight. A Maori elder conducts the usual ceremonies and formalities, addressing the trainee teachers in English and Maori.

In my year, the appointed speaker was an affable fellow who officially pronounced us “tangata whenua”. I am not sure what authority he possessed to make this pronouncement, but I very much doubt that it would hold up in the Waitangi Tribunal.

All of this may seem fairly harmless, and even fun, in a naïve, let’s-all-pretend-to-be-Maori kind of way. Many of my classmates certainly viewed it that way.

However, as lectures commenced, it became apparent that this veneer of bicultural identity masks something much more sinister.

‘TREATY PRINCIPLES’ AND THE CURRICULUM

Within our education system, the New Zealand Curriculum enjoys the status of a revealed text, and ‘treaty principles’ constitute the moral code. (Commandments, if you will.)

Teacher training - North Korea copies NZ teacher cultural induction programme
Reminiscent of the worst totalitarian dictatorships,
only trainees prepared to parrot the state’s primitivist
dogma are permitted to teach New Zealand children.

In innumerable essays that are written throughout the year, trainee teachers must refer back to the New Zealand Curriculum and endorse the Vision, Principles, Values, Key Competencies and Pedagogy contained within.

References to ‘treaty principles’ abound in these sections of the curriculum.

Under Principles, it is stated that

“The curriculum acknowledges the principles of the Treaty of Waitangi and the bicultural foundations of Aotearoa New Zealand.”

The Vision is defined as one in which

“young people work to create an Aotearoa New Zealand in which Maori and Pakeha recognise each other as full Treaty partners.”

And it is further claimed that the curriculum

“will help schools give effect to the partnership that is at the core of our nation’s founding document.”

Woe betide any trainee teacher who points out that the word ‘partnership’ does not appear in the Treaty of Waitangi.

[Or that the Principles of the Treaty were invented in 1989, and the name ‘Aotearoa New Zealand’ relatively recently. (The Maori name for New Zealand in 1840, and until well into the 20th century, was Nu Tirani). — JA]

PROTECTION OF THE MAORI LANGUAGE

The New Zealand Curriculum asserts that

“all students will have the opportunity to acquire some knowledge of Maori language and culture.”

A supporting document produced by the NZ Teachers Council – the New Zealand Graduating Teacher Standards – sets out the following condition:

“graduating teachers are required to have knowledge of tikanga and te reo Maori to work effectively within the bicultural contexts of Aotearoa New Zealand.”

Teacher training - stick in the mud game

The Maorification of tag.

In written essays, trainee teachers must provide examples of how they will incorporate Maori language (and concepts) into their lessons.

In one of my set readings, it was argued that the tag game “stuck-in-the-mud” throws up

“an opportunity to be culturally inclusive (partnership) by providing the vehicle to openly discuss (participation) sensitivities such as tapu (sacredness) and in doing so acknowledges the nexus between Maori and Pakeha.”

Scholarly writing of such low-level, cringe-making quality is typical of many of the texts that trainee teachers are forced to read and to quote from.

I also remember having to respond to an article advocating the compulsory teaching of te reo Maori.

BISHOP OF WAIKATO

Teacher training - Russell Bishop - Maori students learn differently...

Woolly-woofterism at its wacky Waikatoey worst.

Teacher training - Three Rs Read, Revere, Regurgitate

The three ‘R’s that are taught in our teacher training institutes are ‘Read,’ ‘Revere’ and ‘Regurgitate’.

This is especially true in the case of Waikato University Professor of Maori Education Russell Bishop: a crashing charlatan whose academic output is a staple of the current teacher training programmes.

Every trainee teacher must study Bishop’s ‘Culturally Responsive Pedagogy of Relations,’ which informs both the Te Kotahitanga Effective Teaching Profile and the Tataiako Cultural Competencies for Teachers of Maori Learners document.

Bishop claims that the guiding idea of his life’s work is encapsulated in the following quote:

“This then is the great humanistic and historical task of the oppressed: to liberate themselves and their oppressors as well.

The oppressors, who oppress, exploit and rape by virtue of their power, cannot find in this power the strength to liberate either the oppressed or themselves.

Only power that springs from the weakness of the oppressed will be sufficiently strong to free both.”

                                                                     – Paolo Freire

Teacher training - Russell Bishop - What is good for everyone not always good for Maori...

And who pays this Bishop for his sopping wet sermons?
You do.

In essence, Bishop’s contribution is the development of a race-based pedagogy built around a series of Maori metaphors.

It posits that Maori students learn differently from their non-Maori peers, and must therefore be taught differently: “as culturally-located human beings.”

Educational underachievement among Maori is attributed to negative student-teacher relations, and something called ‘deficit theory’: low expectations of Maori learners based on negative cultural stereotypes.

Echoing Paolo Freire’s great insight, Bishop coined the following slogan for his culturally-responsive pedagogy:

 “what is good for everyone is not always good for Maori; but what is good for Maori is good for everyone.”

(Could the subtext be any more obvious?)

As I would learn, anybody who dares to challenge this kind of sophistry is soon brought to heel.

Teacher training - One must subscribe to a race-based political ideology...

The following story clearly demonstrates that one must subscribe to a race-based political ideology if one is to have any hope of gaining teacher registration in New Zealand.

QUASHING DISSENT

One of the essays that I had to write concerned the ‘roles and responsibilities of teachers and learners in the New Zealand classroom.’

The learning outcomes for this essay centred on biculturalism, te reo Maori and the historical, political, social and cultural influences on New Zealand schools.

Failure to satisfy the requirements for any one of these learning outcomes would necessitate a re-submission, and failure on the second attempt would mean failure for the course.

Frustrated by the indoctrination to which I had been subjected, I wrote critically about many of the issues we were expected to cover.

My intention was not to be provocative or incendiary, but to assess the issues in an objective, thoughtful and reasoned way.

When my essay was returned to me, I was shocked to discover that I had been given the lowest possible grade.

Even more distressing were the spiteful comments that appeared in the margin of my essay, accusing me of “monocultural ignorance” and of being “patronizing.”

The marker’s tone was defensive and censorial, as if I had no right to hold the views that I had expressed.

Teacher training - Even more distressing...monocultural ignorance

What follows is an excerpt from my essay in which I critically evaluate the Tataiako Cultural Competencies.

“The Tataiako Cultural Competencies for Teachers of Maori Learners document lays out a number of competencies that teachers should aim to achieve:

  • Wananga: participating with learners and communities
  • Whanaungatanga: actively engaging in respectful relationships with  Maori learners, parents and whanau, hapu, iwi and the Maori community
  • Manaakitanga: showing integrity, sincerity and respect towards Maori beliefs, language and culture
  • Tangata Whenuatanga: affirming Maori learners as Maori
  • Ako: taking responsibility for their own learning and that of Maori learners

Though articulated with specific reference to Maori, one would like to believe that these cultural competencies are reducible to basic moral principles that are in fact universal.

Any decent, fair-minded, morally functional human being ought to know instinctively how to treat somebody of another culture; it would be an insult to our integrity to suggest otherwise.

Certainly, there is much in the Tataiako document of a highly questionable nature – nebulous language that conceals some very woolly thinking.

The glorification of Maori knowledge, and the attendant accusation against ‘Eurocentric’ education, should be taken with a grain of salt.

We should take heed of the request by the Maori petitioners to share with their young the fruits and the glories of Western learning.

These Maori elders understood the value of reason, science and Enlightenment principles, and they understood that a retreat into primitivism, tribalism and superstition would be detrimental to the Maori people.

As teachers, we may have a duty to people, or groups of people, but we also have a duty to truth, and to neglect this duty would be a supreme act of cowardice.”

Teacher training - teachers we also have a duty to truth...

A heretical suggestion which the examiner
forced the brave trainee teacher to rewrite.

In the margin beside this paragraph, the marker comments:

“I think you are on questionable ground yourself here, and once again your tone implies a monocultural ignorance.”

 When I complained to the Programme Leader that I had been penalised for holding contrarian views, and that the department was not upholding the university’s policy of freedom of thought, she defended her colleague in casuistic fashion:

“My reading of your assignment and [the marker’s] comments was that [the marker] was at times offering a different perspective from yours.

Staff are mindful that this programme serves as a preparation for teaching, and that our graduates must be able to meet the graduating teaching standards, and therefore on occasions do provide a different point of view.” 

(Note the way that she cloaks this statement of mandatory compliance in the language of diversity and relativism.)

My essay was re-marked by another staff member, who faulted me for not “discussing the place of te reo Maori or tikanga in either science or English,” and for using “emotive language” in the phrase “the fruits and glories of Western learning.”

Teacher training - Another staff member faulted me for not discussing te reo Maori...

Of course much of te reo Maori
is simply Maorified English.

Teacher training - place of tikanga in science

The grotesque quest for cultural relativity.

I was forced to resubmit the essay, exactly as they wanted it, expunged of all signs of a critical intellect.

It is a terrible thing to be conscripted into writing something that you do not believe, and for this to occur in a university environment is completely unacceptable.

Teacher training - It is a terrible thing to be conscripted to write something you don't believe...

All New Zealand teachers must be certified
culturally safe by the Treatifarian Thought Police.

THE SILENT MAJORITY

 As far as I know, I was the only trainee teacher in my year to clash with the department over an ideological difference of opinion.

I know from conversation with my classmates that there were others who shared my misgivings about biculturalism and treaty principles, but in essays and online forums, these people were happy to toe the treaty line.

Teacher training - parrot - complicit are the meek

Given the time and money that they had invested in the teacher training programme, it is perhaps understandable that they should have acquiesced in the propaganda.

Most of them were simply focused on passing the course so that they could enter the teaching profession and establish a career.

But what I always found so appalling was the ease and complacency with which my classmates collaborated with the establishment.

They were willing to overlook the systematic indoctrination, and their complicity caused them no compunction.

They acted without regard for the integrity of our education system, and without regard for the educational opportunities of our young learners.

If these people were really invested in the future of our country, its people and its schools, they should have felt much more inclined to stick their necks out.

When we were invited to respond to an article advocating the compulsory teaching of te reo Maori in an online forum, I was the only respondent to reject the proposal.

During a unit of our course on the Treaty of Waitangi, I posted a link to David Round’s treaty-related essays and encouraged my classmates to examine the other side of the argument.

Not a soul responded to that thread, but one of my classmates later described my action as “extremely stupid.”

Cowardice and passivity of this kind cannot be sufficiently condemned.

It is the complicity of trainee teachers that has perpetuated the problems in our education system – and yet this state of affairs is entirely avoidable.

Teacher training - Resistance would be useful

Student teachers: will you join the resistance?

If trainee teachers put up even the slightest resistance, there is no way that teacher training programmes could continue in their present form.

But year after year, no one speaks out.

Let us not forget that Dante reserved one of the fieriest corners of his inferno for those who, in a time of moral crisis, try to stay neutral.

Neutrality - hottest places in Hell for those who in moral crisis preserve their...
President John F Kennedy paraphrasing Dante.

 SCHOOL CULTURE AND CLASSROOM LEARNING

 Placements provide trainee teachers with an opportunity to gain practical teaching experience within a variety of host schools.

They also provide illuminating case studies in how the perverse ideas propagated by our teacher training institutes infect school culture and classroom learning.

Teacher training - placements...cultural indoctrination...acquiescence of staff

New Zealand’s cultural indoctrination system
would make a communist dictator proud.

What I observed during my placements were the manifestations of cultural indoctrination, made possible by the acquiescence of school staff and the suspension of their critical faculties.

Treaty principles, it seemed, were not only entrenched in our national curriculum, but also in the minds of our teachers and principals.

Visit almost any school website nowadays and you will find a statement of allegiance to the principles of the Treaty of Waitangi.

If you then click open the school’s ERO report, you are likely to find a recommendation that the school takes steps to raise Maori achievement levels.

From my experience during placements, I noted a general fixation with Maori and treaty issues in professional development programmes.

In the space of two weeks, I attended four professional development seminars, and issues relating to Maori education were covered in each one.

I listened in disbelief to a one-hour presentation on how primitive Maori sacrifice rituals could be incorporated into the study of The Hunger Games in order to better serve Maori learners.

(And this was at a predominantly white school in a predominantly white area of New Zealand.)

Teacher training - building Maori sacrifice rituals into Hunger Games study

Maori learners could read ‘This Horrid Practice’
to see how their precolonial forebears staved off
hunger. But how would that serve them?

The Tataiako Cultural Competencies for Teachers of Maori Learners document was specifically designed for professional development, and there is a constant push to ‘deepen’ teachers’ understanding of the Treaty of Waitangi.

The real tragedy is when treaty principles encroach on classroom learning.

I am young enough to remember being exposed to an inordinate amount of bicultural literature as part of my high school English education.

Nowadays, students do not study Bruce Mason’s The Pohutukawa Tree, but New Zealand’s highest grossing film, Boy.

(This is what it means to ‘cater to Maori needs’ and to ‘include a Maori perspective.’)

Resources that have been developed by the Ministry of Education for teaching the Treaty of Waitangi are widely used in Social Studies classes, propagandizing treaty lies, and brainwashing the younger generation.

I visited one school where male students were forced to participate in an inter-house haka competition.

Teacher training - haka - Accentuate the Primitive
How is it that in a civilised country where
violence is “not OK”, it is OK to stage contests forcing
boys to rage like savages in the name of “culture”?

At the same school, a ‘He Kakano’ initiative to introduce more Maori iconography around New Zealand schools was greeted with rapturous enthusiasm.

I even heard it rumoured that the NZQA was going to introduce an achievement standard for cooking hangis in Home Economics.

THE MYTH AND THE MYTHMAKERS

There seems to be a general attitude among teachers and principals that uniting students under a common Maori banner has a positive effect on school culture: group identity enforces group belonging, gives weight to a shared vision, and if properly manipulated, promotes social order and cohesion.

Modern history provides ample examples of how those in power have created identity myths to mobilise people in pursuit of their own political ends.

We would do well, therefore, to question the myth that is being foisted on our student population, and to question the motivations of those who have prescribed that myth.

Maori culture, by which our education system now defines itself, is a primitive culture. Primitivism represents an early phase of human development, long before mankind had achieved civilisation.

Primitivism is not preferable to civilisation, and it is folly to pretend otherwise. Civilisation has elevated our minds and refined our nature; primitivism bears the stamp of our lowly origins.

Teacher training - Maori culture - primitivism v civilisation

What sort of education system accentuates
the primitive and eliminates the sensitive?

The ‘anarchy of instincts’ made manifest in the haka stands in symbolic relations to the mode of existence from which it sprang. To promote such barbaric practices is to turn the mind away from nobler forms of expression, and to shut out the airs of heaven.

It is anti-intellectual, and it militates against education.

Teacher training - Haka - Miss NZ - The anarchy of instincts...

New Zealand’s Samantha Powell representing
our supposedly peace-loving nation at the
Miss Universe pageant in Vietnam in 2008.

Refashioning our schools with Maori iconography to reflect the primitive mind will also have a barbarising effect. As one early European visitor to New Zealand described the Maori aesthetic: “it is all gargoyles and no angels.”

Teacher training - Maori aesthetic - all gargoyles and no angels

What other nation on Earth
prioritises barbarity over beauty?

The reorientation of our national curriculum towards biculturalism and ‘treaty principles’ reflects a political agenda to enshrine Maori language and culture, and to move New Zealand towards co-governance.

In taking it upon themselves to determine the identity of our nation, the NZ Teachers Council and the Ministry of Education have also been motivated by their own vanity.

They have no business dictating to us what our culture should be, and it is arrogant of them to claim this right.

CULTURALISM AND ITS CONSEQUENCES

Culturalism is defined as the ideology of ethnic politics.

A key feature of the culturalist enterprise is the fetishization of difference, such that ethnic identity assumes almost sacred value.

In a particularly revealing line from our national curriculum, it is argued:

“By understanding and using te reo Maori, New Zealanders become more aware of the role played by the indigenous language and culture in defining and asserting our point of difference in the wider world.”

While it is true that Maori culture sets us apart from the rest of the world, it is worth considering the effects of fetishizing this ‘point of difference.’

By extolling a culture simply in virtue of being different, culturalists encourage pernicious forms of relativism and tribalistic habits of mind.

This is quite evident among prominent Maori leaders such as Margaret Mutu and Annette Sykes. Convinced of their own uniqueness, they divorce themselves from the rest of the human race, and retreat into their own narrow world of Maoridom.

Teacher training - Sykes and Mutu - retreat into Maori world

 Annette Sykes and Margaret Mutu.

Regrettably, I observe the same tendency in the younger generation of Maori who have been indoctrinated into thinking that they, too, are different.

We would better serve Maori students if we stressed commonality among races and encouraged an internationalist perspective.

A disturbing feature of culturalism in education is that it breaks down the essential distinction between local knowledge, acquired at home, and disciplinary knowledge, acquired at school.

Disciplinary knowledge is based on objective truth and universal principles. It broadens the mind by taking students beyond themselves and beyond their immediate environment.

The culturalist approach of making ethnicity relevant to classroom learning undermines disciplinary knowledge and cuts students off from the international community.

This is especially true in the exciting new era of online education where the proliferation of MOOCs (Massive Open Online Courses) and websites like the ‘Khan Academy,’ are democratizing knowledge like never before.

The influence of these resources is set to grow, bringing the best teachers in the world to the widest possible audience, and creating a level playing field for all students.

Online education is reinforcing the primacy of disciplinary knowledge and accelerating a linguistic convergence towards the language of academia, English.

CULTURE: A BETTER ALTERNATIVE

The culturalists are right about one thing: culture really does matter.

But culture (the noble pursuit of truth, wisdom and beauty) should never be confused with culturalism (the reification of ethnicity).

Teacher training - Culture not Culturalism

Educators need to learn the difference.

To illustrate this point, we might compare the Renaissance movements in both European and Maori history.

The European Renaissance involved looking outward to acquire new learning; the Maori Renaissance involved looking inward to advance a political cause.

So why is it that our schools teach the latter to the exclusion of the former?

An education system that is committed to culture, as opposed to culturalism, should reflect the humanist ideals of the European Renaissance.

It should pass on “the best that has been said and thought,” and not tailor learning to specific ethnic groups.

Western learning represents a high-water mark in the history of mankind, and this is why it dominates school (and university) curriculums.

In other parts of the world, people have embraced our intellectual traditions, and increasingly, they are beating us at our own game. Like all serious-minded people, they understand that “we see further because we stand on the shoulders of giants.”

One woman who benefited from an education in culture is Dame Kiri Te Kanawa.

She stands as an example to her people (and to the New Zealand education system) of what Maori can achieve if they aspire to excellence on a global stage.

What would she make of Russell Bishop’s ‘Culturally Responsive Pedagogy of Relations’?

And how might her life have unfolded had she been taken aside at school and told that she learnt differently from her non-Maori peers?

Teacher training - Kiri Te Kanawa

The race that counts is the human race.

Dame Kiri Te Kanawa succeeded not because she was treated differently from others but because she was treated the same.

She was also given the best that our culture can offer, and students deserve nothing less.

WHAT THEN MUST WE DO?

As New Zealand’s educational ranking continues to slide in international tables, the National Party rolls out managerial solutions and promises more money for teachers.

No politician has dared to question what is being taught in our classrooms, what is being taught in our teacher training institutes, and what is being prescribed by our national curriculum.

If our education system is to regain its credibility, there must be a return to disciplinary knowledge and an end to culturalist influence.

(If we require a model, the British Secretary of Education, Michael Gove, has executed precisely these moves in the past two years, rewriting both the History and the English high school curriculums.)

‘Treaty principles’ must be removed from our national curriculum and the cultural indoctrination of students and teachers must cease. The ‘cult of biculturalism’ is wasting teachers’ precious time, and it is producing mind rot in the classroom.

Teacher training - I encourage all members of my profession...

If everyone who reads this post sends the link
to every teacher and trainee teacher they know,
the debate will snowball and a hero will emerge.

In this post, I have provided my own personal account of the teacher training that I received.

Every teacher has his/her own story about cultural indoctrination in our schools and teacher training institutes.

I encourage all members of my profession to share their stories of ‘treaty absurdity’ by leaving a comment below.

A lone voice has little force in this context, but if we can catalogue our concerns and describe our experiences, we may create the groundswell of opposition that is so desperately needed.

____________________________________

Now back to me, the blog owner. I thank A Teacher In Exile for sending me his story. I’m proud to post it.

I share his hope that other teachers will now come forward with their own stories. Please urge them to do so.

Tell them that even their anonymous accounts, added together, will apply crucial pressure to the propaganda parrot trainers. With enough pressure to tell the truth, these habitual liars will have no choice but to back down.

So let’s get debate raging in staffrooms up and down the land. Send this to everyone you know in education. Every principal. Every Education Ministry employee. Every teacher

Ask every trainee teacher, ‘Do you have a noble ambition to inspire our children with “the best that has been said and thought”? Or will you be content to be a propaganda parrot for the state?’

In the war of ideas between civilisation and primitivism, there is no more important battleground than the nation’s classrooms.

If you’re a teacher or trainee teacher and you really do want to make a difference to New Zealand, our children, and generations yet unborn, need you to stand up now.

Teacher training - Good Teachers Never Lie - They Stand Up To Their Principals

65 thoughts on “PREPARING THE PARROTS: A TRAINING COLLEGE GRADUATE ON THE CULTURAL CORRUPTION OF TEACHERS

    1. Yes it is, but what can we do? Rage to each other? Futile. Rage to our MPs? Equally futile, since we live in a Parliamentary dictatorship. What John Key wants, John Key gets.

      What you can do is show contempt for primitivism whenever you get the chance.

      As a commentor below suggests, walk out of every powhiri, refuse to be welcomed with ugliness, violence or insults.

      And explain why you’re doing it: not because you don’t respect Maori people, but because you don’t respect ugliness, violence and insults – especially in the name of culture.

      Tell them “it’s not OK” in the modern world. They were once told cannibalism was not OK, saw the light, and gave it up.

      Make it clear that there are other aspects of Maori culture – the beautiful karakia, etc. – that you do appreciate.

      To change, people need to be jolted. As far as education goes, I believe this needs to be our major battleground. Our schools and universities and teachers’ colleges are where we must concentrate our forces.

      Lindsay Perigo calls today’s academics “the child molesters of the mind”. And so they are.

      We need to make their lives difficult. Treat them as we would any other child molesters. Because they are no less damaging to our country.

      1. Sorry I don’t see the point of just blaming John Key. He is certainly culpable but so have the last few governments-just as bad as each other and the left have certainly embraced all of this rubbish wholeheartedly.

        1. I do not just blame John Key, Roger. Key just happens to be the current parliamentary dictator. Clark was far worse in most respects, though certainly not in matters Maori.

          Key is a world class politician and excellent leader of his party. He will be remembered for only two things: his ability to say what needs to be said to maintain record poll ratings, and surrendering more of his country’s sovereignty to Maori than any other prime minister in New Zealand history.

          Key knows he is the National Party and as such he is entitled to leverage his power. Don Brash had the same power in 2004/5, but did not press home his advantage.

          1. I only disagree with the degree John. John Key and his party run the line that once the settlements are done all with be well. Not only is this unrealistic it is also very dangerous as we will be in such a poor state that it will take a revolution to roll back. With my local National MP I sense that he doesn’t buy into this but of course he won’t discuss it further.
            I do agree that when the serious history gets written anything good that Key has done will be far outweighed by the racial mess that he has left behind.

          2. ..Key is a Traitor to this Country of New Zealand..which will remain Deeply Divided for many generations….

  1. Consider that fact that the most indoctrinated young teachers are not yet in the classrooms teaching this racist material. The worst is yet to come.
    Get out there and get your local newspaper to publish the article. Send it to schools and local government. And as citizens refuse to attend any public functions that start with prayers and blessings. Walk out if necessary and re-enter when the nonsense is over. Don’t be a willing participant to something thing that is destructive to all NZers., Maori included.

    1. That is a very good idea. The primitivists need to get the message that ugly, violent and insulting behaviour, even in the name of culture – hell, especially in the name of culture – “is not OK”.

  2. I am appalled and deeply concerned at reading this. Action needs to be taken by all clear thinking, fair minded, realistic and honest teachers. Stand up for a balanced thinking process in our education system. Our children must receive a balanced and honest education. This is frightening ..

  3. This rot started with Tomorrow’s Schools. A left wing government had just taken power and a more extreme left wing clique took control of the education system. At the time I was teaching in the primary school system. Very soon, in true East German style, edicts arrived from Wellington dictating the importance of the Treaty of Waitangi and of the “Maori perspective” in the curriculum.

    The classroom teachers felt helpless in this situation as they had three sets of bosses to placate – their Principal, their Board of Trustees and of course the Ministry. I’m sure that most teachers felt that they were already flat out coping with a teaching workload and often heavy family responsibilities as well. The teachers’ union was no help.
    It was already on the side of the pro Maori advocates.

    So most of us did what teachers have always done in totalitarian regimes. We pretended to go along with it, did not make waves, did not seek to get noticed. Underneath the pretence we continued to strive to teach our pupils the things that needed to be taught. In Nazi Germany we would have given the Hitler salute, in East Germany we would have praised the work of our glorious leaders.

    After retiring from teaching in New Zealand I taught in Macau for two years. What a refreshing change of environment! It was like New Zealand in the 1960’s. The classroom teacher was in charge, the classroom teacher was responsible and the classroom teacher taught the things which were important. As in 1960’s New Zealand when the Principal saw that you were doing a competent job he left you alone to get one with it.

    So what to do about our current educational shambles? We need to wrest power from the left wing bureaucrats in Wellington. We need schools to have more independence and for parents to have real school choice. Let the parents and teachers who truly believe in the “Maori are special” philosophy have their own schools while those of us who favour a more direct teaching and international approach should have ours.

    However nothing is going to happen without political action. Who else is going to listen to the concerns and issues raised by the writer of your article? Not National, Labour or the Greens!

  4. OMG at last someone who has documented my long held beliefs. New Zealand education is leading the country back to barbarism. I can only thank god my children all left school well educated and not indoctrinated that badly that they had been brainwashed to the extent that the could not see the truth.
    Sadly I have grandchildren who’s innocent minds will be filled with this supposedly politically correct clap trap. Unfortunately the education system has told their propaganda now for that long it is being taken as the truth. I am thankful that I am not long for this world as I surely wouldn’t want to be living in New Zealand in another 20 years. With our country becoming as multi-cultural as it is it is just down right rude to thrust the culturalism of this country down their throats.

  5. My love and appreciation of gods own was chilled to the bone upon reading this article. All-ways my highest thought for globle unity, to be one has been my sponsering thought.Every thing my soul yearns for was threatened by this open honest revelation of what I have been aware of for many years.Ultimately evolution of highest thought will manifest as it has to, and take heart that criticle mass does not need 50% to become reality. I burst with pride seeing words of truth and wisdom reflecting such a simple long term vision. My reality is I might not live long enough for this brave teachers sensibilies to manifest in my life. Big things have little beginnings.
    Darryl Gibb.

  6. My niece’s friend started a Year 9 Japanese course at a Gisborne high school. The course first started with introductory Te reo, followed by introductory Sign-language then, unbelievably, Te reo Sign-language until, finally they started Japanese a couple of months later : )

    1. This is quite beyond the pale and what a total waste of time. Two months of rubbish before they started the actual subject. I’m not so against sign language because that can be used for everyone, but Maori sign language??? Spare me. This whole ‘Maori thing’ is getting farcical but sadly it’s serious stuff and needs to be knocked on the head. Where is all the open criticism?

  7. A friend of mine who is in the teaching profession recently lost her position because of the following:-
    The class was chemistry and my friend noticed that one student was doing work that was not chemistry. My friend instructed the student to stick to the lesson in progress, which, under protest, she did.
    This student was Maori, and the work in which she was engaged in the chemistry class was something to do with “Maori studies”. The student complained to the principal, and without the teacher’s side of the story being requested, my friend’s employment was terminated. Because my friend’s employment was a relieving post, there was no recourse against this unfair, racially biased termination of employment, and I would imagine that any reference back to that school by any future prospective employer will not be conducive to my friend’s re-employment anywhere else.
    To use the modern vernacular, this ‘sucks’ to a degree that infuriates me, although my friend is more philosophical about it.
    It seems that those in authority are indeed in thrall to the “principles of the treaty” (whatever they happen to be this week!) to the exclusion of common sense and a balanced education.
    Please excuse my somewhat clumsy phrasing here and there. I have been at pains to hide even my friend’s gender, along with the identity of the school concerned. The PC KGB has a long arm.

  8. My youngest daughter while doing her registered nurse training had to spend a night on a marae where she was abused, insulted and intimidated by Maori elders about the crimes committed by Europeans (I refuse to use the word pakeha). This section of her training had a very high mark in her yearly examinations.
    Also why is it that Maori students have a much lower pass mark in examinations to become a doctor, lawyer, accountant, etc?
    It doesn’t inspire confidence in them!!

    1. My friends off-spring (OS) is currently studying to be a Nurse. OS wanted to train as a doctor. OS grades weren’t good enough, though if OS was a “Maori” OS would have been accepted as the grades were good enough. Also, if you are Maori you apparently get free tutorials and I believe (sorry, friend out of country so can’t confirm) free/subsidised meals??!! Can anyone else confirm this? As you say Jon, it doesn’t inspire confidence in these professionals that will be coming out the other end of their studies. What sort of craziness is this???

        1. My daughter trained to be a Chef. She had to provide everything – uniform, knives etc for herself. Alongside her was a part-Maori female. Everything she needed was provided for her. Part way through the course the part-Maori decided she didn’t want to be a Chef any more so went into nursing training. Again everything was provided for her but wasn’t for non-Maori trainees. She eventually gave that away too and went back to Chef training. It’s all so wrong. My daughter had to scrape her way through as the knives etc aren’t cheap. It’s all absolutely true and an utter disgrace, not to mention very unfair. No wonder they oscillate between different trades. With everything provided they really don’t have to worry all that much about anything.

  9. I’m not at all surprised because I have long believed this was happening but I’m still shocked nevertheless. I totally agree with Denis McCarthy and seeing 1Law4All won’t be up and running for this election, people should give the Conservative Party their Party vote.

    I totally agree with everything everyone has said above and we must protest at every opportunity even if it means openly walking out until all the ‘Maori stuff’ at the beginning is over and done with. If we don’t oppose it firmly and openly we will never stand a chance of getting rid of this racist nonsense.

    1. We say we are concerned. We want something done. We have this educational shambles because Labour and National have gone along with this racial preference nonsense.

  10. yes very appalling .The same thing is happening with nurses and more important nurses that immigrate here get brained washed on treaty issues

  11. I am going to send a copy of this to John Key (if it gets to him)& ask for his comments on these extremely disturbing statements!

    1. Good idea Don. We all should be talking to our local MPs about this and making our thoughts known. Although I’m sure they will just spout the usual rhetoric and do nothing.

      1. By all means do send it to John Key or any other politicians. Consider it sport but you won’t achieve much.
        Whenever I have done so I usually worked in a few questions I asked them to answer. I’ve never had one answered however, no matter how many times I’ve gone back asking for my questions to be answered and advising I’m not interested in their standard rhetoric. It does nothing but make them squirm a little. On one occasion Chris Tremain rudely said his first answer still stands, except he never gave an answer to any of my questions in the first place. He wouldn’t reply at all after my pointing that out to him.Glad to see that oxygen thief is out of the picture this time.

    2. Good move, Don, but unfortunately it will probably be filtered off to Hekia Parata and she won’t change anything. She’s probably part of the problem. I don’t think John Key gets to see half what’s sent in.

  12. Hi,
    My moment of complete disillusionment occurred in my first year of Post Grad in History at Massey Uni, Albany.
    I completed a BA in English and History, and over the course of my degree I did a huge amount of personal study on the history of New Zealand. The motivation which propelled me into this was the realization that the history I was taught as a child, was completely different to the New Zealand history taught in New Zealand schools over the last 20-odd years. I noticed all unsavory Maori customs, mostly based on violence, such as rampant cannibalism and slavery, have been quietly edited out; and our true founding fathers have been painted as evil, money-grubbing colonizers.

    Little facts like . . . when the Treaty of Waitangi was signed the British freed roughly 80% of the Maori population who were living as slaves; are not taught at all.

    I questioned my Associate Professor about the disparities in New Zealand history and was stunned by his answer.
    “New Zealand as it is taught in schools today is a myth” and “the Treaty of Waitangi has been completely misinterpreted; there is no partnership and no mention of resources in the actual signed Treaty.”

    I asked him about why academia is so silent regarding the hijacking of New Zealand history for political agendas.
    The reason he gave for academia’s silence disgusted me, I quote, “It’s nothing to do with us – it’s a political debate, not a historical one.” Really???? Seriously???? As long as academia knows the truth, then everything okay and they can continue to live in their ivory towers.

    I have since withdrawn from Massey University as in all good conscience I could no longer remain within an institution that has so little moral social conscience. What is the point of having historians, if they do not take responsibility regarding the protection of history from manipulating politicians and power hungry academics, like Paul Moon and Claudia Orange; who perpetuate the contrived history of this country.

    I am also fully aware of the indoctrination which takes place during teacher training – my daughter is doing Early Childhood, and the racist rubbish that she is made to study is unbelievable. It is not just secondary school, but right through the entire curriculum. I have been told by other student teachers, that they go through the motions to shut up the lecturers and give them what they want to hear – and then just forget about it.
    What a colossal waste of time for our poor student teachers – at least there are some that are smart enough not to buy into the racist BS spouted by the policy makers of this country.
    Shelley Hedges

    1. You have confirmed our worst fears, Shelley. Good on taking a stand and thank you for telling us all about what’s going on. The Professors are a disgrace, allowing this to go on when they know it’s just not true.

  13. I am a retired teacher. I have taught in both primary and secondary schools in NZ. Yes, “The tail is wagging the dog” in NZ Education. I could write at length about what I have seen and endured whilst teaching in NZ schools. To get to the point, in my opinion, the best way to even the balance and restore quality to education, is by parents voting in a Board of Trustees who will assert to the school principal what they want for their children, and be prepared to take on the Education Department using all forms of media. By voting in a member of parliament who has the guts to make a stand on the issue of “Equality” is another avenue.

    Yes, the teachers are being intimidated and fear for their employment if they kick the sacred cow. Many school principals seek advancement on the promotion trail by worshipping at the “in vogue” shrines.

    Asking teachers to stand up and tell their bosses what to do is not realistic under the existing regime. The clout is in the hands of the parents. The principals and Education Department can not intimidate the parents. Get some lawyers onto the school’s Board of Trustees. Highlight the issues in the news media, be heard, now is the time, in the lead up to the election.

    Please note: I am not anti-Maori, I am pro-equality.

    1. I agree with Tony Sayers. After a career spanning some 37 years in both primary and secondary its now some 18 years since I left and it seems to have got a lot worse in that time. Most teachers understandably keep their heads down and try to avoid something which could easily steamroller them if they put their head up. Looking from the outside is much easier than being inside the system. The biggest push comes from the ‘sickly white liberals’ who are generating much of this racial separation. They will happily lie and deceive to get their way and if you are a teacher you will just become collateral damage and they don’t care one scrap. I certainly had similar experiences in the 1990’s over much the same tactics that were used by the feminists of the day and believe me a its a nasty place to be in.
      The best thing anyone can do is to become as educated as you possibly can about the real history. Read widely and confront people-something I can do now I am retired.
      A good place to start is with the wreck of the ‘Harriet’ on the Taranaki coast in the 1830’s and read the lies that are now written about it.

  14. It occurs to me that Ian Wishart, the editor of Investigate Magazine, would be interested in this article. Perhaps the author might like to forward to him with a view to publication.

  15. Let us all get this straight . . . Maori became SUBJECTS of Queen Victoria under the Treaty. You cannot be a subject and a partner at the same time. Entering into a partnership with flesh eating savages would never have happened.
    I had submitted an article on this very subject of proselytizing our children, but the Hawke’s Bay Today has chosen not to publish it. I have re-submitted it and have pointed out that it is in their interest to bring this out into the open and if not, they become part of the problem.
    My letter also points out the governments obfuscation of the tenets of the Bill of Rights and the UNESCO Rights of the Child to which they are signatories.
    Article 26; Everyone has a right to education.
    Elementary education shall be compulsory.
    (3) Parents have an inalienable right to choose the
    kind of education that shall be given to their
    child.
    According to this we can abstain from allowing our children to be propagandized by Maori ideologues and PC totalitarians.

  16. This Maori culturalism indoctrination on everyone of is creeping exponentially into all sectors of our lives including the nursing & police professions.Just recently i received an email newsletter from my sons intermediate school principal with a statement “The schools vision will be alligned with a shared understanding of the Treaty of Waitangi and cultural diversity is celebrated”.

  17. As a teacher currently teaching in a school I can tell you that NOT ALL teachers believe the indoctrination they have received throughout training college. At an interview for a job I was asked what I thought about the Treaty of Waitangi and it’s principles, and I replied “Well . . . it’s mandatory isn’t it?” I got the job – how could they not agree? I personally believe most teachers pay lip service to the claptrap.
    t a Treaty of Waitangi workshop held at school recently I questioned where they got their information from – all Government supplied.
    “How convenient!” I followed that workshop up with an email to all my colleagues with a link to 1LAW4ALL and another website I found.
    Told everyone to have a read.
    I too am disgusted in how History is being rewritten. It is outrageous and beyond belief.

    Speaking of “Quotas” in different professions – a number of years ago the NZ Fire Service held a “HUI” for their Maori/Polynesian etc firefighters and they were asked how they felt about lowering standards to allow more Maori/Polynesian people to enter the Fire Service. There was a unanimous “NO WAY” to that suggestion as all of them had made it into the Fire Service on their own merit.
    And that is the way it should be!!

    1. So Sue, could we rely on thousands of teachers to sign a petition demanding an end to the racist curriculum, or would most be too scared?

      Would you send such a petition to your teacher friends?

      Can you see this becoming a subject for vigorous staffroom debate?

  18. This is an excellent example of how many Kiwis are willing to live in fear, lie on their backs with their paws in the air and keep their eyes to the ground instead of valuing freedom.

    Shhhh. Forget your kids, you don’t want to upset the teachers.

  19. I totally agree. No job, parliamentary position, council seat, acceptance within a University to study should be given to ANYONE due to their race, sex, colour, political views etc. It should be given on merit … your ability to do the job etc.

  20. i too had a daughter who was a nurse graduate and told us some stories of that course that was a bit hair raising. In saying that i have had 2 pakeha funerals this week that had in the service a section where there was a maori send off. Boy talk about tears and shivers up the spine. This is the genuine people.

    1. I farewelled a Maori school friend last year and had a similar experience.

      Maori do emotion brilliantly. Unfortunately some also use it to take advantage of those who don’t.

      The whole Treatygate con comes down to the clever manipulation of emotion by those who think emotion is everything.

  21. The state sponsored indoctrination that has and is taking place in our schools is not only alarming but probably the most dangerous aspect of the apartheid state we now live in. Laws can be changed overnight but ideas cultivated in young minds will probably remain for life.
    The curriculum is not only racist but blatantly telling bald faced lies.

    Go to http://nzcurriculum.tki.org.nz/Curriculum-resources/NZC-Updates

    Then to NZC Update Issue 16.pdf

    . . . read and weep

    “that everybody has rights and responsibilities as citizens
    and that the TREATY AFFORDS MĀORI A DUAL SET OF RIGHTS AS TANGATA WHENUA”

    And further down

    “As part of the school’s commitment to honour the spirit of partnership symbolised by the Treaty,
    the principal ensures that majority decision-making does not override Māori viewpoints.”

    The partnership myth is the worst and most dangerous in my opinion, because introduces the idea that (some) Maori that is about the 3% to 4% of the population (those that voted for the Maori/Mana partys) have the right of equal governance as the remaining 97% to 96%.

    1 equal vote for all gone due to the deliberately misinterpreted ramblings of a dead judge.

    So we get such things as the Independent Maori Statuary Board.
    Maori vote for the Council along with everyone else; but if you are Maori AND an Iwi member you get another vote for the ISMB, which has voting rights on ALL Auckland Council committees.

    Getting rid of the Maori seats, principles, Maori Statutory Boards, Co-governance etc etc is only the tip of a very very large iceberg.
    What we could do with is a comprehensive detailed and accurate list of all privileges and all un-democratic and racist arrangements, including all the vaguely worded phrases that have been inserted into such statutes as the RMA that can be and are; twisted hugely by pro-Maori activists in the public service and local bodies.

    1. I down loaded the entire curriculum update, everyone needs to take the time to read and think about it, they are changing the way our children are being taught and what they are being taught, this is completely out of control, in law health or education “part” maori and the treaty, which must be the most abused document in the world come before careful training or nurturing “”our”” young the other 90% of children for the future, I can only wonder in fright at what education will be like in 50 years, 5 hours a day of poke tongue, pop eye, throw stick and hate and revenge against non “part” maori for dragging them out of the stone age.

  22. While the designation of “traitor” is a bit strong the politicians can be deservedly blamed for allowing this nonsense to continue. At the very least I would have thought that the MPs in safe National seats representing a conservative/middle of the road electorate would have taken some action. (Perhaps they tried and were ignored or told to shut up.)

    On a different aspect we need to understand that classroom teachers have very little discretion when they are told to carry out pro Maori lessons and activities. They are being given legal directives. If they refuse they face disciplinary action and even termination of their employment. As in other totalitarian systems they must at least give the appearance of complying. Yes, they could express their concerns to the Principal but they will probably be told that his/her directives reflect government policy and that the teachers had better cooperate.

    As another writer has suggested the real power lies with parents should they care to exercise it. Elect Boards of Trustees members who reflect parental concerns on this matter. Be prepared to go public, to buy a fight, to face attack from some activist groups and even the Ministry.

    Insist on going back to first principles. Parents are the first and most important educators. Their taxes help to fund the school system. While unelected bureaucrats seem to control the school system the schools should nevertheless be made accountable to the general community. They should at least reflect the values and concerns of the community – of all the community, not just one racial group.

    We should allow genuine school choice where schools can offer their own curriculum priorities, specializations and particular learning environments. I suggest that readers study the Swedish school choice system on the Web.

    The left wing parties are strongly against school choice and wish to retain a centralised bureaucratic system where they can keep a stranglehold on curriculum, values and teaching practices. The last thing they want are parents drawing their own conclusions on what makes a good school and being able to choose a school which best suits the needs of their children.

    I say we are in this mess because of the neglect of politicians and the apathy of many citizens. It’s the citizens and especially the parents who are going to have to give the hard word to the next government – although I doubt that any hard words will be listened to if a left wing government is in power.

    1. Denis McCarthy has made some interesting points. I think that many parents would like the idea of schools that cater to their own specific ethnicity or religion. The only problem is in the outcomes. I have been told that in the Hokianga District, Maori students walk past the gate of the Maori Area School to attend a regular state school, possibly because they want a rounded education, that prepares them for all eventualities of the world outside their community rather than one that places emphasis on their own specific culture.

      Homogenous state schools are a place where the children from diverse ethnic groups can rub shoulders, interact and make friendships. Children are not born prejudiced. This is where NZ must go for a settled future.

      With regard to Denis’ comment about left wing governments, the Maori separatism issue went into overdrive under National’s watch. Both Labour and National have been guilty, to differing degrees, of appeasing Maori aspirations.

      The guts of it all is in keeping politics and religion out of school culture and administration. Covering politics and religion in social studies and history is fine, and necessary for students to be able to understand the world around them, but there should not be pressure upon students to adopt a particular political or religious stance. It is necessary for NZ students to understand the difference between democracy, feudalism, communism and dictatorship. I am sure that they can decide which regime or culture they prefer to live under, without duress from the Ministry of Education.

      I welcome this issue coming to a head, to jog the average, easy-going Kiwi out of their state of apathy. Years ago, there was the issue of nursing students having to admit guilt for past grievances against Maoris, in order to be granted a pass in “Cultural Safety” and hence their ticket to graduate. The public remained apathetic. What has been an under-current for years is finally starting to bite people on the bum and wake them up. Yes, affecting their children and their family.

      There is an election due, now is the time to make some noise!

    2. I agree with all of that. I don’t think he is a traitor as you could reason that he doesn’t work for a foreign power or anything. I think he is wrong and closed minded about the whole thing but he is no different that the majority of politicians which of course doesn’t excuse them in any way at all. David Cunnliffe said almost as soon as he was Labour’s leader that ‘he believed in the Treaty’. What he really meant was that he believes in the expanded form of the Treaty as designed by Geoffrey Palmer.
      I agree the power to shape the education system is in the hands of the parents. Having worked in an overseas education
      system that was much more centralised and designed to be controlled from the top (teachers were directed to positions with no applications invited) parents need to be told that it is their system and that they have far more power than they exercise. Even their ability to choose the principal is something they can use to get the sort of education for their children.
      I certainly agree that the left in New Zealand always wants a more centralised system so that they get more influence over the direction of schools. They are sure that they know better than the parents.

    3. Denis Mc Carthy wrote, “While the designation of “traitor” is a bit strong the politicians can be deservedly blamed”.

      To set one group of citizens against another on a country wide scale is “treason”, Why do you think Geoffrey Palmer declared “treason” old fashioned and caused it to be repealed.

      Minister were becoming so afraid of their own lies they were quivering at the thought of the Treason Act, especially after Ross Baker suggested they might face the hangman. Almost immediately hanging for treason was repealed and a while after the act of treason itself.

      Since the above they have become bolder and braver.

      1. Of course John Key is a traitor, a smiling assassin, while the likes of his “minions” behind our backs give our country and our “rights away at an ever gathering pace he sits there with his smarmy smile parata and Finlayson have done the most damage and will we ever know what “deal” National really had with the maori party.
        Geoffery Palmer is a a great example of how “pathetic” kiwi’s are about this whole “agenda”, Geoffrey Palmer declared “treason” old fashioned and caused it to be repealed, also he wants the end to referendums, not that anyone in the Gov’t takes any notice, this man caused most of the problems people are talking about here then went on to make a fortune out of it “Chen & Palmer” the top treaty troughing law firm in nz, when the brown wash about spending on Kohanga Reo was on the National board brought in Chen to help “audit” ahhh no! the board has since been found to have spent around 6 million dollars with this law firm on”tidying things up” in this case to shut down concerned maori them selves, read all about it this is a great site to visit these people are really trying to do the right thing, this also shows normal from the elite and their rights in “part” maoridom.
        http://news.tangatawhenua.com/archives/23571

        1. Its obvious you don’t like John Key and I certainly have no intention of voting for him but the venom that you show to him personally (what does it matter that you don’t like his smile for goodness sake?) Please stick to the facts and the debate or else you risk making it look like a purely ‘argumentum ad hominem’ which does little to further our point of view. I feel much the same about Christopher Findlayson but I try to stick to the argument – not easy I agree.

          1. Why I do not like Key!

            Was shocked he was voted back into power after confiscating the foreshore and seabed.

            His Government have thought up more divisive policies and new Treaty claims than any other.

            He has had the Constitutional Advisory Panel touring the country fiercely stating “Maoris did not give up sovereignty in the Treaty, it says so clearly in Article 2 that Maoris have ‘rangatiratanga”, “Maori sovereignty.

            What this Key Government loaded Panel did not say is that immediately before “rangatiratanga” are the words “all the people of New Zealand”.

            During this secession Key’s Government have watched in silence while purple dots sprang up all over Auckland, 3,500 at the last count.

            A purple dot is 8 acres, can be established by a tribe, a sub tribe or an individual Maori. Try and squeeze Resource Consent under one of these dots and you could be in for a big headache.

            Vote National, kiss freedom goodbye.

        2. As far as education goes, the Key Government have done more to Maorificate it than others.

          Won’t surprise me if that new language, Te Reo (no connection to the real stuff in language or, even, rhythm),becomes compulsory to the point it will be made more important than English by using it as a means to qualify other non-related exams such as nursing is at the moment. Fail Te Reo, fail a pass in other subjects.

  23. What a great idea, Denis. I had been thinking the teachers should rise up en masse but it would be so much easier for the parents and citizens to do so and the politicians night just listen. They need to protest loudly and clearly to the politicians that all this racist nonsense must go and our children must be taught their correct history. A huge march on Parliament as well as people marching in their home towns should give the message to the politicians that we won’t tolerate this racism and untrue history any longer.

    The trouble is that there are so many apathetic people out there and if something isn’t affecting them personally (usually in the pocket!!), they just leave it to others to do act. They don’t think past now and don’t even feel any concern at what’s happening to our children and other people’s children.

  24. I am sure that the minions of the various political parties monitor this blog site. The issue of equality and an end to Maori privilege, grandstanding and rorting, has gained in importance. This issue has gained in proportion and is dear to the hearts of a large and generally silent block of voters.

    Politicians, take notice!

    Voters, send a message!

  25. The German constitution, Art.3-3: “Niemand darf wegen seines Geschlechtes, seiner Abstammung, seiner Rasse, seiner Sprache, seiner Heimat und Herkunft, seines Glaubens, seiner religiösen oder politischen Anschauungen benachteiligt oder bevorzugt werden. ….”.

    That is translated:

    No one may be discriminated against or favoured because of his sex, his parentage, his race, his language, his homeland and origin, faith, or religious or political views.

    “or favoured..” I proposed that expression as a part of the possible NZ constitution, but I bet you that expression will not make it. The “discriminated” will, because it is very easy to circumvent by the ideologically correct NZ courts.

    B.t.w., I really wonder whether the Mana Whenua-regulation in the Auckland Unitary Plan is illegal because of the freedom of religion. It is their ghost, not mine, and I do not want to pay tribute, neither literally nor figuratively, to a fantasy figure. Maori ghosts have nothing to do with culture, especially not when they are misused to give greed an appearance of reason.

    1. When helping the One NZ Foundation gather signatures for a petition re. equality I called into a large workplace employing just over 100 Maori employees, not only did everyone I approach sign but others came looking for me. A 100% sign-up.

      No one could convince me whom I call “Maoris in the street” support apartheid in NZ.

  26. URGENT – Time to speak out and make 1LAW4ALL stand candidates the next election. The required number of returned voting forms were received by the board recently (25% of members) yet the Board is dragging its heels and opposing what members want – to stand candidates at the next election.

    How can they not listen to members and impose their personal views on us when the whole premise of the Party is equality.

    We have to start somewhere and the Party will lose ‘face’, credibility and members if they do not stand candidates.

    I myself won’t be involved with 1LAW4ALL again if this doesn’t happen this election and will instead support people that are putting action to their words like Martin Doutre, John Ansell, David Round etc….

    Already people whom I’ve told about the Party are laughing and saying ‘what losers’ when told that all of a sudden the Party won’t contest the election; you won’t get their vote again either because of the lack of commitment and follow through by not standing.

    TIME FOR YOU TO TAKE ACTION NOW AND LET THE BOARD KNOW THAT YOU’RE APPALLED THAT THEY’RE EVEN CONSIDERING NOT STANDING NEXT ELECTION
    (sent twice as trying to gain maximum publicity as the time to act is NOW)!

    1. Have writers who want some public stance this election considered standing as Independents in their local area?
      You could hardly expect to romp in but you would give some voters another option.

      I fully understand that finance would be limited – you would need to put a deposit down with the Electoral Commission and perhaps do a limited amount of advertising.

      Perhaps there are people out there who know where their Party vote is going but who are not enthralled with any of their constituency candidates. (This was my situation in the last election.)

      Anyway if you want your voice to be heard you have to publically raise it. At least a few will take note. You may plant a seed in the minds of others.

      Those of us unhappy with what is going on in New Zealand must do what we can in our own way. No one ever promised that it would be quick and easy.

    2. I agree that if you don’t stand at this election you would be just as well to forget the whole thing and go back to sleep.

      Any new Party requires 2 elections to install a member of Parliament, this is why this year is so critical.

      Move on or move out.

  27. im of topic but i feel members who agree with the following comment should make the board understand clearly via this blog or directly their anger and frustration that the board would even consider not standing candidates this election which is also against most members wishes.
    their are 4 candidates ready with papers singed all we need is the boards nod their is very little to lose but potentially much to gain.
    members confidence that we will move forward and reach our goal for no race based legislation.
    that our time and donations has not been for nothing.
    that all the people i have managed to persuade 1 law for all is worth their vote is not for nothing.
    i am so pissed at the boards short sighted decision that if they still refuse to stand willing candidates or fail to resign to let others with more fire take over i will resign my member ship and put my hard earned money and time with people that get things done like john ansell marton doutre david round these people have made an impact already

  28. this is a letter i received last night giving the facts on standing candidates in this election – are you going to let this happen?

    1Law4All SGM Requisition Status

    First and foremost: thank you for sending in your vote in support of 1Law4All standing candidates in the election.

    The necessary numbers were achieved because of yours and others’ efforts who agree that 1Law4All must “take a punt,” at the coming election, no matter the limited resources it has available.

    We have four people willing to stand as candidates and a benefactor who is willing to pay the $1000 deposit that must accompany the submission of a Party List to the Electoral Commission.

    1230 is 1Law4All’s present membership. 25% of that number was required to requisition an SGM. I.e. 308.

    As at 11 August – 322 members have signed the SGM requisition. I.e. the number of votes necessary to requisition an SGM has been met and exceeded.

    The other Board members (John Bell, Collin Blackman, Dr Tom Johnson and Fiona Mackenzie) have been told of the SGM requisition vote response and their reaction is now awaited.

    “Other,” because one Board member, the vice-President, didn’t support the decision to not stand candidates in the 2014 election.

    Thank you, again.

    Bill Matches & John McLean

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