“As we begin to teach our difficult histories in schools, these memorials and monuments will appear increasingly out of place and one-sided to many more of us, and there will be more and more questions about what we do with them.” — Dr Liana MacDonald.
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“Some of the most powerful stories are recounted in the quiet spaces when words fail us — when the past turns into a tale of sadness or grief.” — Tom Roa and Joanna Kidman.
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“The New Zealand Wars have left a huge legacy. Once you know these histories, you’ve opened the box of memories and you can’t ever unknow them.” — Professor Joanna Kidman.
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“Once arrogantly dismissed as journeys of luck — the aimless drifting of incompetent mariners — these voyages are now rightly adulated as ‘among the greatest acts of voyage and discovery in world history.’” — Kennedy Warne on ‘Polynesia:900–1600’ by Madi Williams.
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“If knowledge is power, then the draft curriculum is signalling a significant shift in society’s power base.” — Kennedy Warne.
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“We learned of the arrests from frightened kids who came into our classrooms, wide-eyed and anxious. They talked about special police squads raiding homes and workplaces.” — Professor Welby Ings, on being a teacher during the Dawn Raids era.
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“Time is more like a spiral than an arrow. You dive back into the ancestral past and, next minute, you’re spinning out into the future.” — Anne Salmond.
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“You can’t be Pākehā and believe that you’re not personally responsible for the colonial oppression of Indigenous peoples. No matter who your ancestors are.” — Leah Bell.
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“I’m starting to understand that amnesia may well be one of the main organising principles of colonisation. A selective forgetting is an important part of how power maintains its privileges.” — vivian Hutchinson.
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Liana MacDonald and Keziah Wallis visit Ihumātao and the Nixon monument — and find two starkly different ways of thinking about, and remembering, the same history.
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The move to make the teaching of history compulsory, “will not produce lasting benefit unless history comes to be seen not as information to be learned and then set aside, but as a force that shapes identity and influences choices.”
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“It was so stressful. I told my lot I just want to be Pākehā for a while.”
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