Abstract
I use Edward Said’s (in: Culture and imperialism, Vintage, 1993) theory, that nations ‘are narrations: who owned land, could settle, plan its future, are all stories of imperialism. The history teacher could not only consider ‘what to read’, but also ‘how to read’ taking account of the processes of imperialism; of the macro-history of world systems and micro-history of individuals within these. I examine Said’s theory in the context of New Zealand history, looking at four interconnected aspects: expropriation of land, trading in goods, appropriation of botanical knowledge, and the place of education in telling the story of the nation. I suggest that using this as a model, teachers can seek out local stories, ensuring several perspectives are heeded and linked to the bigger narratives of the colonial past and present.
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Abbreviations
- He Maimai:
-
Grief
- Hapū:
-
Kinship group, clan, tribe, subtribe
- Iwi:
-
Refers to a large group of people descended from a common ancestor and associated with a distinct territory
- Rohe:
-
District
- Tauiwi:
-
Non-Māori
- Whakamā:
-
Shame
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Stuart, M. Unravelling Imperial Knots: Teaching New Zealand History Contrapuntally. NZ J Educ Stud 57, 69–86 (2022). https://doi.org/10.1007/s40841-021-00235-y
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DOI: https://doi.org/10.1007/s40841-021-00235-y