
Billie Holiday
Last week, I was at home finishing off a paper for a conference when I heard a hacking smoker’s cough, and the smell of tobacco drifted through my open window.
Over the fence, my elderly neighbour stood at his kitchen door lighting his last cigarette of the day. Playing at full volume on his stereo was Billie Holiday’s searing rendition of Strange Fruit — a song about racial hatred in the American South.
Southern trees bear strange fruit
Blood on the leaves and blood at the root
My neighbour regularly treats us to extended musical interludes from the Big Band era — Cab Calloway, Dizzy Gillespie, Count Basie, Duke Ellington and others. I enjoy these late afternoon jazz sessions, but often hear windows bang shut in houses nearby. On that particular day, the stereo was especially loud.
Black bodies swinging in the southern breeze
Strange fruit hanging from the poplar trees.
The music spilled over the backyard and down the street. It was an intriguing serenade in an area where people chatter over Harrods-blend tea about the Queen of England and her family. This is a suburb where waving the Union Jack is not an ironic gesture. In election years, the figures for our local polling booth show that only two voters on the Māori electoral roll cast their votes there. I always wonder who the other person is.
Scent of magnolias, sweet and fresh
Then the sudden smell of burning flesh
Billie Holiday first sang Strange Fruit in the springtime of 1939, when she was working in a New York nightclub. The song was a protest about what was happening in the southern states, where mob violence against Black men, women and children often ended in hangings, torture and rape. It spurred many activists in the north to join the growing anti-lynching movement and, later, the nationwide civil rights movement.
Most young people in New Zealand know a fair amount about the American Civil Rights Movement. According to research, it’s a subject taught more widely than New Zealand history.
Senior school students are more likely to learn about the American Civil War, or even the Wars of the Roses, than the New Zealand Wars. At some point, they’ll probably be told about the demonstrations led by Martin Luther King, but not about Dame Whina Cooper leading the 1975 Land March.
Research also shows that many teachers avoid teaching about controversial or contested topics close to home — like colonial injustice in New Zealand or Māori resistance movements. By the end of their schooling, students might know something about the Black Panthers but less about Ngā Tamatoa or the Polynesian Panthers. They will have heard about the Gallipoli campaign but little or nothing about the battle at Ōrākau.
Many of them also believe that racism happens most often in America. And that it involves a history of slavery and segregation and Jim Crow laws. They don’t see it as being about Dawn Raids in Auckland or armed police raids in Te Urewera or Te Kooti or Rua Kēnana or Kereopa Te Rau. Or about land confiscations, or military invasions of Māori settlements, or the Crown land grab.
They don’t see racism as being about us.
I have students in my classes who believe that the American Civil Rights movement ended racism. They believe that bad people commit racist acts — and that racists are crazed loners with steel-capped boots and swastikas tattooed on their forearms. Not ordinary people who work hard, love their families, and pay their taxes.
Many don’t consider, or aren’t aware, of the structures that incarcerate Māori in disproportionate numbers, or the health and education systems that eject us before we are healthy or qualified or employed.
They’ve been taught that racism is not you — or me. It is always someone else.
I don’t blame them or their teachers. New Zealanders are often more comfortable talking about racism off-shore. During the 1981 Springbok Tour, I recall the hostility expressed towards members of the Patu Squad — a Māori protest group that opposed the tour but also drew attention to settler-colonial racism in New Zealand. When Ripeka Evans spoke about mana motuhake, I remember many anti-apartheid activists walked out of the room in anger.
In the last few weeks, we’ve heard angry voices raised against Te Reo Māori being spoken on Radio New Zealand (Dave Witherow and Don Brash) and the validity of the Treaty of Waitangi (Sir William Gallagher).
These are individuals who attract public attention and express negative views. But individual bigotry is not the same as institutional racism, which sits inside the systems and processes of government and the state, and is more covert and widespread. It’s not a story with happy endings — statistics show that Māori earn less, die younger, leave school earlier and are incarcerated more often than Pākehā.
Yet when I speak with Māori young people in the course of my own research, I often watch them struggle to find words for their experiences of growing up in divided communities or living inside systems and structures that don’t serve them well. Many of them simply don’t have a frame of reference to tell those stories, or to speak back to the angry white men they see on the local news.
Racism takes different forms in different places at different times. If we are to combat it, we need to understand it in its local manifestations — uncomfortable as that may be.
People often fear that they’ll feel guilty or ashamed if we talk openly about racism in New Zealand. Yet no one dies from embarrassment or unease. But people do die each year as a result of systemic injustice and discrimination.
I suspect that until we can have those kinds of conversations about our own small and often very troubled country, then, to paraphrase Billie Holiday, we will continue to reap this strange and bitter harvest.
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Thank you for a very
Thank you for a very thoughtful piece about an issue that many feel strongly about. I teach at a tertiary institution and one of my classes is filled with students who have barely any knowledge about the history of their country. There are knowledge gaps concerning colonial settlement across the nation and even less when I ask their understanding of the area’s they grew up in or now reside. I feel for these young people because many of them want to know, understand and contribute in ways that challenge inequality and promote equity but they lack confidence in their ability to engage with issues surrounding the history of their country and specifically the relationship between Maori and the Crown. I believe there are also many teachers who would willingly teach this if the tools and support were more readily available. The desire to move the country forward on these issues does not match the resources our institutions make available. However, speaking about resources, attitudes and aspirations highlight the deeper attitudes and behaviours that promote and maintain the superiority of one group over another and is often summarised as institutionalised racism. Kidman highlights this in her article ….. Resources, curriculum, conversations between neighbours, political representation and maybe even our music preferences are difficult to negotiate if we do not redesign the underlying issues of who has political power.
This is a powerful reflection
This is a powerful reflection. I find myself that the young person we whāngai is in her final year of secondary school and is only being exposed to a single unit of Aotearoa history now. And, we live in a community of predominately urban Māori, many living in poverty. Our taiohi noticed two things. One, as soon as she started NCEA the classes she was in were predominately white, we had to reflect with her over why all her Māori friends were considered ‘better for trades’ – simply racism in action. But now, and I want to use a swearword, it annoys me that her hunger for US history is deeper and wider than her hunger for Aotearoa history. Now that she is studying the history around te Tiriti there is a very clear feeling that history has become ‘boring’. To be honest, the way that history is framed in the NZC simply makes Aotearoa the boring country and encourages sanctioned ignorance. I have also taught about Nga Tamatoa and Polynesian Panthers in a youth development course at a Polytechnic and found my Māori and Pasifika students in tears for the history they were not given in school – or for the tag on Polynesian Panther video in response to the Black Panthers (with no context at all given).
Hopefully the announced reviews to the education system this year might see communities like this on E-Tangata speaking into the review to enable greater engagement with our own history in the classroom.
It’s a strange psychological
It’s a strange psychological mechanism that allows us to see distant inequities clearly and ignore the ones at home. I agree with Rowena Dunn that racism should be addressed in Colleges of Education, but that would not be enough. It is a systemic failure that would have to be addressed at all levels of the system.
Thank you for your
Thank you for your beautifully written piece of thoughtful and poignant writing. As an English teacher, I will be teaching a bunch of texts to my year 13 students next year that I hope will help us be able to come up with a substantial response to the Daves, the Dons and the Bills. If you ever feel the desire to come and talk to our secondary school students and their teachers, we’d love to have you. What can you say to someone who still insists on trotting out every 18th century justification for decimating indigenous peoples…because they needed to be ‘civilised’?
It’s not even that you weren
It’s not even that you weren’t to teach NZ focused lessons, it’s more about the teachers training programmes, and the availability of appropriate resources. Those who have strayed from the traditional subject topics are those who have researched and experienced their own subject content, designed their own programme of work ensuring appropriate alignment with assessment and curriculum requirements. There’s no blaming anyone these days except commitment beginning at teachers training through to schools, principals but more significantly faculty personnel.
In 2018, there is no excuse for not teaching the history of New Zealand. Whilst there could always be more resources available, there is enough material to teach an engaging version of New Zealand. I went to secondary school in Taranaki and in 1990 was lucky to be exposed to the history of the province which chronicled pre-colonial, colonial, and post-colonial perspectives. My teacher (a middle aged Pākehā) wrote the course himself based on guidelines from the times. There is no reason why others cannot emulate this approach, and nearly 30 years on, many more resources exist for schools to do so. No excuses!