Pakeha ‘mahi’ for Pakeha ‘mahi’ for decolonisation:decolonisation:

Theorising our change processes in Theorising our change processes in response to the Treaty of Waitangiresponse to the Treaty of Waitangi

Ingrid Huygens Ingrid Huygens

Pakeha ‘mahi’ for Pakeha ‘mahi’ for decolonisation:decolonisation:

Theorising our change processes in Theorising our change processes in response to the Treaty of Waitangiresponse to the Treaty of Waitangi

Ingrid Huygens Ingrid Huygens

NZ Psychological Society conference, Palmerston North, 2009NZ Psychological Society conference, Palmerston North, 2009

Conflict…Process…ResolutionConflict…Process…Resolution

PhD projectPhD projectPhD projectPhD project

worked as participant-worked as participant-conceptualiserconceptualiser

documented documented Pakeha/tauiwi Treaty Pakeha/tauiwi Treaty ‘work’‘work’

co-theorised with Treaty co-theorised with Treaty educators to record & educators to record & develop our theory of develop our theory of decolonising change decolonising change

Local trajectories of changeMaori activism in 1970s Pakeha activists responded in 1980s with national Treaty education campaign Continues today as Treaty work in professions & workplaces.

‘Honouring the Treaty’ discourse

in use by Pakeha

‘Honouring the Treaty’ discourse

in use by Pakeha

‘affirming Maori authority’ striving towards a ‘right relationship’ a ‘long hard journey’ for Pakeha through

dissonance & discomfort

?How do Pakeha theorise their own change processes towards ‘honouring the Treaty’.

(Huygens, 2006).(Huygens, 2006).

Seeking theory for how a Seeking theory for how a dominant group changes dominant group changes Seeking theory for how a Seeking theory for how a dominant group changes dominant group changes

Liberation & decolonisation theorists - Liberation & decolonisation theorists - primary focus oppressed groups (Freire, primary focus oppressed groups (Freire, Memmi, Tuhiwai Smith).Memmi, Tuhiwai Smith).

Gramsci & Curle - “an educational politics” Gramsci & Curle - “an educational politics” to change hegemonic social order. to change hegemonic social order.

Mezirow & transformational learning Mezirow & transformational learning theorists - “disorienting dilemmas” theorists - “disorienting dilemmas” stimulate change.stimulate change.

Research designResearch designResearch designResearch design Sought Pakeha Sought Pakeha practisingpractising new ideas new ideas

10 groups of activist Pakeha/tauiwi Treaty 10 groups of activist Pakeha/tauiwi Treaty educators (Network Waitangi).educators (Network Waitangi).

Co-theorised using visual imagery local Co-theorised using visual imagery local & national consensus.& national consensus.

Disseminated research records educational Disseminated research records educational resources for ongoing decolonisation work.resources for ongoing decolonisation work.

Network WaitangiWhanganui-a-Tara

Network Waitangi Whangarei

Network WaitangiOtautahii

Waitangi Associates

Network Waitangi Otepoti & Freedom Roadworks

Theorising Pakeha ‘work’ Theorising Pakeha ‘work’ for changefor change

Theorising Pakeha ‘work’ Theorising Pakeha ‘work’ for changefor change

Revisiting historyRevisiting history - - critical learning about critical learning about colonisation, awakenings, “Oh, I see” shifts in view. colonisation, awakenings, “Oh, I see” shifts in view.

Responding emotionallyResponding emotionally - - shock, anger, shock, anger, fear, grief, blame, empathy, responsibility, hope, fear, grief, blame, empathy, responsibility, hope, excitement, passion…. excitement, passion….

Building collectivity - Building collectivity - being “a group that is being “a group that is changing” , “taking the [Pakeha] family with us”.changing” , “taking the [Pakeha] family with us”.

Striving towards a “right relationship” Striving towards a “right relationship” - - working towards mutually agreed goals with working towards mutually agreed goals with Maori.Maori.

Local theorising of Pakeha change extends theory

in...

Local theorising of Pakeha change extends theory

in...

Conscientisation & culturalaction (Freire)

Emotional, socialaspects

Transformational learning(Mezirow)

Emotional, socialaspects

Peacemaking practices(Curle)

Emotional, socialaspects

Critical theory Genesis of newdiscourses

Developing our work for Developing our work for changechange

Developing our work for Developing our work for changechange

Psychologists theorising our cross-cultural practice.

Psychologists researching emotional & social aspects of Treaty change work.

Psychologists working towards ‘right relationships’.

Resources for education, Resources for education, practice & theorisingpractice & theorising

Resources for education, Resources for education, practice & theorisingpractice & theorising

How Pakeha change - How Pakeha change - collected focus group recordscollected focus group records (ed. Huygens, 2004). (ed. Huygens, 2004).

Processes of Pakeha change Processes of Pakeha change in response to the Treaty of in response to the Treaty of WaitangiWaitangi (Huygens, 2007) (Huygens, 2007)

Carrying the Treaty Carrying the Treaty in our hearts: Treaty in our hearts: Treaty educators speakeducators speak (DVD) (2003)(DVD) (2003)

Visit www.ihuygens.org.nz

to view DVD

Visit www.ihuygens.org.nz

to view DVD

Email workwise@pl.net

027 3600291 for

resources

Email workwise@pl.net

027 3600291 for

resources

ReferencesReferences

Curle, A. (1971). Making peace. London: Tavistock Publications.

Freire, P. (1975). Cultural action for freedom. Harvard Educational Review Monograph, 1.

Eyerman, R., & Jamison, A. (1991). Social movements: A cognitive approach. University Park PA: Pennsylvania State University Press.

Gramsci, A. (1971). Selections from the Prison Notebooks. In Q. Hoare & G. Nowell Smith (Eds.). London: Lawrence and Wishart.

Huygens, I. (2006). Discourses for Decolonisation: Affirming Maori authority in New Zealand workplaces. Journal of Community and Applied Social Psychology, 16(5), 363-378.

Huygens, I. (2007). Processes of Pakeha change in response to the Treaty of Waitangi. University of Waikato, Hamilton.

Memmi, A. (1965). The colonizer and the colonized (H. Greenfield, Trans.).Boston: Beacon Press.

Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.

Smith, L. T. (1999). Decolonising methodologies: Research and indigenous peoples. Auckland, New Zealand: Zed.

Curle, A. (1971). Making peace. London: Tavistock Publications.

Freire, P. (1975). Cultural action for freedom. Harvard Educational Review Monograph, 1.

Eyerman, R., & Jamison, A. (1991). Social movements: A cognitive approach. University Park PA: Pennsylvania State University Press.

Gramsci, A. (1971). Selections from the Prison Notebooks. In Q. Hoare & G. Nowell Smith (Eds.). London: Lawrence and Wishart.

Huygens, I. (2006). Discourses for Decolonisation: Affirming Maori authority in New Zealand workplaces. Journal of Community and Applied Social Psychology, 16(5), 363-378.

Huygens, I. (2007). Processes of Pakeha change in response to the Treaty of Waitangi. University of Waikato, Hamilton.

Memmi, A. (1965). The colonizer and the colonized (H. Greenfield, Trans.).Boston: Beacon Press.

Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.

Smith, L. T. (1999). Decolonising methodologies: Research and indigenous peoples. Auckland, New Zealand: Zed.