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Party backs Goff on Nationhood speech
By Patrick Gower View as one page 4:00 AM Wednesday Dec 9, 2009 Facebook
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Labour Party leader Phil Goff and president Andrew Little (L). Photo / Mark Mitchell Shrink
Labour Party leader Phil Goff and president Andrew Little (L). Photo / Mark MitchellLabour leader Phil Goff has pleaded ignorance about how his "Nationhood" speech ended up with the same title as Don Brash's infamous Orewa address.
Mr Goff yesterday said that he did not attach the title "Nationhood" to the speech he delivered to Grey Power in Palmerston North last month.
The title now appears in capital letters on an image of a New Zealand beach scene beside a copy of the speech on the Labour website.
Mr Goff did not have the title on the copy of the speech he originally released to media.
He said the title was added in the process of publicising the speech, and although he had nothing to do with it, he had no particular objection as the themes touched on nationhood.
However, Mr Goff denied any other similarities to Dr Brash's effort, or that he was playing the race card in a similar way.
A foreign academic from Otago University claims that Phil Goff told him
we have
spent somewhere in the region of over $2,000 million dollars supporting
the U.S,
Britain and Australia, our once traditional wartime Allies; remembered
every
year on Anzac day through an often jingoistic nationalistic fervour
designed to
make recent arrivals like political refugees from War unsure of their
place in
this their new country.
This amount is Including over 100 light armoured vehicles for the army and 7 new ships from project protector for the navy. Nearly another billion dollars worth of French nh90 helicopters are on their way as well even before the white paper on defence is complete!
When students are able to think of themselves as such empowered agents, Shor maintains that both students and teachers develop their capacities as democratic agents and social critics—everyone becomes involved in the learning process. Achieving the best balance of teacher and student input into the critical classroom is central to Shor, as he pushes the boundaries of the democratic classroom as a sophisticated form of group process (Shor, 1980, 1987, 1992, 1996; Shor and Freire, 1987; Shor and Pari, 1999a, 1999b).
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