Everyone can remember the claim there would be ‘80,000 deaths’ from cv-19 by Dear Leader in March last year and for months the daily legacy media broadcasts gave totals of infections and deaths. Neither figure was at all impressive in New Zealand, oops, Jacindaland, oops, Aotearoa, so — like sports scores — figures from overseas were often given, regardless of whether they were well inflated by deaths of people who had serious other illnesses… or asymptomatic people who had been killed in a car crash or had fallen off a ladder.
Now that the vaccines are out, the many bad/serious reactions are rarely mentioned and deaths get covered up. Hmm… who is getting rich from all this? See an earlier post on how well the global billionaires have done.
Am finding it harder each week to get excited about the procession of one-sided rugby clashes so am settling for 20 min highlights packages – on the one hand it is fun watching Kiwi teams doing so well but it makes me worry about the future of Aussie rugby and it isn’t great for marketing the game over here. –Melbourne-based Kiwi, John Smith
By Roger Childs
Aussies get their first win
The Queensland Reds put Australia on the board in the third round of the Trans-Tasman Super Rugby, just. Against the Chiefs in Townsville they sneaked home 40-34 after leading by 32 points earlier. The visitors would probably have won but for two stupid mistakes which saw two players carded, including a red to star back and goal kicker Damian McKenzie for a high shot on half back Todd McDermott. The Reds scored three tries while the Chiefs had players in the bin but conceded an embarrassing four tries themselves in the last 15 minutes.
For the Chiefs the chances of making the final have now gone.
Business as usual for the other Kiwi teams
The round started with the Hurricanes thrashing the Western Force in front of a big crowd in Napier 43-6. The home team were far too strong in all facets of the game and scored seven unanswered tries. The first came from hooker Asafo Aumua who snapped up a poor Force lineout throw and galloped 65 metres to score. Star back, right winger Salesi Rayasi was the stand out player in the dominant Hurricanes scoring two tries including one from 85 metres out.
The home team welcomed back All Black loose forward Ardie Savea who has recovered from a knee injury. He came on in the second half and immediately won a trademark turnover. Then in the final try of the night he gathered in a chip kick by Jordie Barrett and fed the speedy Ngani Laumape who scored by the posts.
The Blues hammered the Brumbies at Eden Park 38-10 after a mixed first half. They scored three tries in the second forty minutes including a jinking 35 metre run in which he beat four defenders, from player of the match half back, Finlay Christie. The home time was too strong across the board and the pick of the forwards was Dalton Papalii who was sharp with ball in hand and won a number of turnovers.
In Sydney the Crusaders romped home 54-28 against the Waratahs with eight tries to three, seven of which were converted by Richie Mo’unga. Despite the commanding win ill-discipline cost the visitors three yellow cards and for a short time allowed the home team to get within 10 points. However superb combining between backs and forwards saw the Crusader race away with the match in the second half and bag a bonus point. The backline all played well and in the forwards lock Scott Barrett and hooker Codie Taylor stood out. The later picked up yet another try.
In the final match of the round the Highlanders who had to travel to Sydney instead of playing at home because of the Melbourne lockdown, easily accounted for the Rebels 42-27. It was mixed performance by the Otago franchise and after two early tries made a number of uncharacteristic errors which allowed the Melbourne team to eventually pick up four tries. However the ultimate result was never in doubt and the Highlanders ended up with six tries and busy halfback Aaron Smith was just short of scoring a seventh in the 80th minute which would have gained the team a bonus point.
The race to the final
No Australian team can make the final even though there are two round to go. The Blues and Hurricanes lead the Crusaders by one point on the table, however the Canterbury franchise has the best draw coming up with matches against the weak Rebels and Western Force. The Blues will easily beat the Rebels, but have to play the Reds in Brisbane next week. For the Hurricanes next week’s match against the Brumbies in Canberra is a must-win game if the wish to make the final.
For rugby fans the final can’t come soon enough as seeing New Zealand teams thrashing their Australian counterpart week after week is getting a little boring!
Over this past weekend, Eva and I attended this symposium organised by Ekta.nz — which is predominately Indian and nearly all attendees had origins in that part of the world; the MC wore an impressive Sikh turban and white coat. The Walter Nash Centre, opened in 2015, is a reasonably-sized community facility in Taita, Lower Hutt, and includes the Taita branch library of Hutt City.
We asked Ekta (whose name means ‘unity’ or ‘to unite’) if they had any plans for having this in Kapiti, but they don’t at this stage.
Some of the topics covered have been mentioned on Waikanae Watch previously, but others haven’t been and it’s appropriate to do so with the high percentage of retirees in Kapiti, and in Waikanae particularly.
There’ll be short posts over the next week on them.
Introduction ACT supports the introduction of New Zealand history into the curriculum for Years 1 to 10 students in schools. It is critical that young people learn about our country’s past so that they can participate in society as informed citizens. We also support schools being able to interpret New Zealand history through the experiences of local communities. However, we have significant concerns about the content of the draft curriculum released in February 2021.
ACT recommends a first principles rewrite of the Aotearoa New Zealand’s Histories in the New Zealand Curriculum. Our concerns are focused on the risks of dividing history into villains and victims, the limited nature of the curriculum, and a lack of inclusiveness in the ideas that underpin it.
Recommendations • The “three big ideas” are divisive, depressing and wrong. They should be rewritten to take account of all New Zealanders, the elements of our society that are not driven by colonisation, and the parts of our history that can be explained by forces other than power. • The draft curriculum contains significant gaps. Other ideas – including growing civil rights and liberties, business, technology, and our citizens’ participation in two World Wars – should be included or given more prominence in the curriculum. • The draft curriculum is a highly political document. It makes a number of questionable assumptions and claims. It should be redrafted to give a balanced and honest account of our country’s past.
The “three big ideas”
The draft curriculum requires students to understand the following “three big ideas”: “Māori history is the foundational and continuous history of Aotearoa New Zealand.”
New Zealand is a nation of many peoples who have travelled from the furthest points of the globe, brought their histories and cultures with them and worked to give themselves, their families and this county and better future. The idea that Māori history is our “foundational and continuous history” excludes most New Zealanders.
New Zealand is a nation of many peoples with long histories. Our ancestors have come here from Europe, the Middle East, Asia, Africa, and the Pacific. The history curriculum needs to be more inclusive of all the people who have made New Zealand home.
“Colonisation and its consequences…continue to influence all aspects of New Zealand society.”
The history curriculum should be grounded in teaching the discipline of historical analysis. The focus being proposed in this idea goes further than a historical analysis. It neglects elements of our society that are untouched by colonisation. While students need to learn about colonisation, the claim that it continues to influence all aspects of our society is depressing and wrong.
“The course of Aotearoa New Zealand’s history has been shaped by the exercise and effects of power.”
In fact, much of our history can be explained by forces other than power. For example, scientific discoveries, technological innovations, business, and artistic creativity, among many others. The claim that power has been the primary driver of our history, leaving out the likes of creativity, technology, and the growth of civil liberties, creates a narrative of oppressors and oppressed. Such a narrative is likely to overemphasise the role of the state and underemphasise the importance of individual agency. It is deeply misleading.
There are significant gaps in the draft curriculum
A history curriculum cannot cover everything about our country’s past. However, there are significant gaps in the current draft. The following should be included or given more prominence in the curriculum: • New Zealand is a nation of many peoples with long histories who have travelled further than any others to give themselves and their families a better life • Our story is one of growing civil rights and liberties, beginning with the Treaty of Waitangi and continuing with women’s suffrage and the Bill of Rights Act • New Zealand’s participation in two World Wars and many other conflicts show how entwined we are in world affairs • Science and technology, including transport, navigation and communication have shaped New Zealand by making immigration, trade and economic growth possible • New Zealanders and their histories have embraced fashion and design in architecture, clothing, food and music • New Zealanders have created many social technologies, from sport clubs to unions to business and the stock exchange to solve their problems and build a better life • New Zealand has undergone significant cconstitutional and political developments, including the rise of political parties, parliamentary government, and human rights legislation.
The draft curriculum is highly political The draft curriculum makes a number of questionable assumptions and claims which, cumulatively, create a highly political document.
Immigration By the end of Year 10, students must know: “Aotearoa New Zealand has a history of selective and discriminatory practices to control migration, with little negotiation with Māori as tangata whenua.”
This claim appears to assume that governments are required to specifically consult Māori New Zealanders on policy issues like immigration. While governments should consult with particular groups on policy changes that will directly affect them, the idea that Māori as tangata whenua should have greater rights as part of the policy-making process is incorrect.
Key knowledge for Years 9 and 10 students includes: “Māori have communicated their distinctiveness through cultural practices that have sometimes been appropriated and used inappropriately.”
Currently phrased, this statement gives the impression that so-called “cultural appropriation” is an inherently negative process. Cultural ideas and practices are constantly being adopted and exchanged. ACT’s view is that this makes for a richer and more diverse society. Without this process, our country would be a significantly poorer place.
Human rights New Zealanders have a proud history of demanding greater liberties from government. We are frequently listed as among the freest countries in the world. The draft curriculum’s focus on workers and women is too narrow: “When people and groups have campaigned on or asserted their human rights, it has forced the state to act. This has been evident in the actions of workers’ groups and organisations of women and of wāhine Māori. It has also been evident in law reform in relation to gender identity.”
There is far more to this story. New Zealand has abolished the death penalty, and legalised gay marriage and assisted dying. We’ve had significant debates about freedom of expression. In 1990, we passed the Bill of Rights Act which sets out the fundamental rights and freedoms enjoyed by all New Zealanders.
The welfare state The welfare state is a polarising issue and ACT believes that students should be given a balanced view of its impacts.
It is proposed that Years 7 and 8 students be guided by the following questions: “How did the first Labour Government’s welfare policies ease the impact and affect the lives of New Zealanders? Who benefitted? Who missed out?”
If students are to be taught that welfare policies have made people’s lives easier, it should also touch on the fact that the welfare state has created dependence on government, and that people who are in employment have better economic and social outcomes.
Conclusion ACT submits that the draft curriculum should be redrafted to give an inclusive and honest account of New Zealand’s history. If the Government is going to use the education system to teach students our history, it needs a better curriculum.
As well as the obvious question about why there has been the alleged vastly increased transport cost — over five times in three years — there are these questions about the revenue: Why pay some 3rd party organisation to do something and let them keep all the revenue? If compost is made out of the green waste, presumably it is then sold in bags? The composting business keeps that money, too.
The WCB members oppose this closure; it’s not clear what the numbers around the council table are, but we know that some are opposed.