MAOR165: Citizenship and Nationalism

Introduction

  • The speaker expresses surprise and excitement about discussing the study of pornography but transitions quickly into other topics.

Class Overview

  • A brief greeting to participants (Kia ora) and mention of the class format and structure, setting expectations for engagement.

  • Incorporation of traditional Maori greetings and actions into classroom activities.

Active Engagement in Learning

  • Participants are encouraged to stand with their feet hip-width apart and perform specific actions related to the greeting ‘Tena koutou’ which means 'welcome'.

  • Instructions for performing actions associated with Maori words:

    • C6 C2 C6 C2: ‘Tena koutou’ and ‘Tena koutou katoa’ signifies participation and acknowledgment of the group.

    • C6 A9 C6
      0: Introducing ‘Aku ro rangatira,’ where students affirm their understanding and participation in the words/actions.


    • 0: Describing the actions related to ‘e karama,’ a callout to the elders in a culturally responsive manner.

Learning New Actions and Inputs

  • Participation in clapping/rhythm activities, emphasizing integration of physical movements with language.

  • Importance of integrating both Kahote-based education with traditional action-based learning for better retention.

Cultural Responsibilities and Expectations

  • The speaker expresses confidence in students' abilities to grasp the expected cultural actions and emphasizes learning as a collaborative experience.

  • Encouragement towards the development of a Kapa Haka team spirit.

Transition to the Second Lecture Topic: Citizenship and Nationalism

  • Introduction of the theme of citizenship and nationalism, indicating a holistic overview and exploration of these concepts.

  • Highlighting the importance of identity narratives and the meaning behind the phrase he iwi tahi tatou.

Exploration of he iwi tahi tatou

  • Breakdown of the phrase:

    • He = a/an

    • Iwi = bones

    • Tahi = one

    • Tātou = everyone

  • Explanation of significance:

    • Emphasizes oneness and unity.

    • Reflects on historical narratives surrounding the phrase's usage by Hobson.

  • Discussion on the complexities involved in national identity narratives and the implications for modern-day interpretations.

Philosophical Underpinnings

  • Presentation of Maori creation stories including Te Oroko hanga starting from Te Po (the night) and progressing through Te Ao (the light).

    • Te Po represents potential and void, while Te Ao symbolizes understanding and knowledge.

    • Explanation of Ranginui and Papatuanuku as cultural representations central to Māori cosmology.

  • Contrasting with Judeo-Christian creation narratives, emphasizing different origin stories that shape cultural identities.

  • Explanation of Darwin's theory of evolution as a scientific framework opposed to the theological origins posited by religious narratives.

Citizenship Defined

  • Definition of citizenship:

    • Membership to a sovereign state and its legal parameters influencing social practices.

    • Distinction from nationalism, emphasizing its legal, status-based nature related to rights and responsibilities.

  • The dynamic nature of citizenship, including methods of acquiring or changing status.

  • Differentiation between citizenship and nationalism, where the latter embodies emotional ties to culture and identity.

Nationalism Explored

  • Definitions of nationalism:

    • Tied to feelings of identity, shared culture and history.

    • Potentially leads to social conflict due to exclusive nature delineating 'us' versus 'them'.

  • Discussion of Benedict Anderson's concept of imagined communities and how national identities can foster collective action.

  • Reflections on the New Zealand government's communication strategies during crises (e.g., COVID-19) aimed at fostering unity and national identity.

Group Dynamics and Exclusion

  • Issue of marginalized groups within national narratives:

    • Poverty, race, and other identity markers that lead to exclusion from the national ideal.

    • Contextual examples provided illustrate the nuances of social coherence and coexistence challenges.

  • Questions posed regarding how to build a cohesive society on historically marginalized land and the implications for future policies.

Case Studies in National Identity

  • Examination of political figures and their perspectives on nationalism in New Zealand, highlighting conflicting interpretations of the Treaty of Waitangi.

  • Key speeches by historical figures (e.g., Don Brash, Luxon) showcasing themes of national identity, value systems, and governance.

  • Reflections on identity transformations and implications of political discourses on citizenship and belonging.

Indigenous Context

  • Engaging with concepts of indigeneity and how different cultures frame their historical narratives.

  • Discussion on Autochthony and Te Ao Māori perspectives exploring dimensions of identity beyond conventional definitions.

  • Inquiry into contemporary issues surrounding citizenship rights for all who reside in New Zealand, and who constitutes the indigenous population thereof.

Summary and Conclusion

  • The professor reflects on the intersectionality of race, history, culture and shared community values within New Zealand.

  • The necessity of ongoing discourse regarding the identity of New Zealand and constructive approaches to building an inclusive society.

  • Closing thoughts from the professor featuring Maori proverb emphasizing the importance of unity and collective strength.

Additional Notes

  • Reminder for students about administrative tasks concerning the class.

  • Reflection on personal experiences during major events to build connections and foster open dialogue regarding national identity.

  • Instructor's invitation for students to engage closely and routinely with the course material.