generation, then we can totally stop it. And I hope when they grow up they will start educating their parents or grandparents about migrants (Sikh focus group) When we become parents, we [will] teach our children. It starts with ourselves, we can’t go back [in time]. I'll raise my kids a different way. It’s changing the narrative. (Tongan focus group) Participants also emphasised a need to enhance learnings within compulsory school education about: • Balanced perspectives on Aotearoa New Zealand history: Having the Pākehā lens on Te Tiriti o Waitangi. Teaching it to a class of 28 people and 26 of them were Pākehā. How different is the content, or is it the way it’s presented from a European? Maybe it’s being aware that our lens is different and we’re not going to be able to share the same way as the heritage of people that we’re talking about. (Pākehā 2 focus group) Some participants identified the importance of an inclusive curriculum and pedagogy for teachers. With kids, if we could get some coherence in our education system and get teachers working through Russell Bishop’s work, Te Kotahitanga culturally responsive practice then embed that as a teaching pedagogy…Because it’s an option at the moment you can choose to engage. (Pākehā 2 focus group) • Equity and why it is important: I’ve had the privilege to access university. That has taught me actively what has happened to Māori and why Māori deserve equity. There are a lot of things that I have learnt at University that I wish I got to learn at high school…The privilege of going to university and education… (Te Ika-a-Māui Māori focus group) • Critical thought and consciousness: Thought is practice, thought is practice. It’s something you need to do, it’s not passive. So, what are those lived effects, what actually happens, can we show the poverty of these towns? Do you want to talk about what that looks like, give them some reference points in actual life. Rather than yes, the education system is going to solve something. They’ve got their NCEA credits on why New Zealand brought us to this state. (Te Ika-a-Māui Māori focus group) Education for tauiwi: Increase opportunities for migrants to learn about their rights and entitlements and for both recent and established migrant communities to identify and report formal complaints of racism. Within the employment sector for example, this would be reliant on having adequate institutional and employment processes and guidelines inclusive of effective complaints processes, and ways to respond appropriately to reports of racism. Pacific participants suggested a need for education fono within churches and communities to normalise conversations about racism. www.malatest-intl.com Drivers of racism – March 2021 82