‘I Have Māori in Me’: Shades of Commitment and Negotiation of Subjectivity in an Aotearoa/New Zealand School

Abstract

ABSTRACTBased on ethnographic fieldwork (1997–1998) at a secondary school with a Māori−English bilingual unit in Aotearoa/New Zealand, this article examines two different ways students with Māori ancestry identified themselves contextually: those in the bilingual unit identified themselves mostly as being Māori, while those in mainstream classes identified themselves mostly as Pākehā (white New Zealander) but occasionally as being Pākehā but having Māori in them. Existing analytical frameworks, such as symbolic ethnicity (Gans 1999) or citizenship (Ong 2003), fail to capture the contextual and dialogic display of these different shades of identification practices. Applying the notion of commitment and its disavowal proposed by Doerr for this special issue (2013), this article analyses these two identification practices as a proactive commitment and a hedging commitment linked to institutional belonging to the bilingual unit and mainstream classes, respectively, and to the wider cultural politics of the official yet tokenistic biculturalism of Aotearoa/New Zealand.