The aims of this thesis are to determine to what extent the Crown remains important as a source of legitimacy for the constitutional order and as a focus of sovereignty; how the Crown has developed as a distinct institution; and what the prospects are for the adoption of a republican form of government in New Zealand. The imperial Crown has evolved into the New Zealand Crown, yet the implications of this change are as yet only slowly being understood. Largely this is because that evolution came about as a result of gradual political development, as part of an extended process of independence, rather than by deliberate and conscious decision. The continuing evolution of political independence does not necessarily mean that New Zealand will become a republic in the short-to-medium term. This is for various reasons. The concept of the Crown has often been, in New Zealand, of greater importance than the person of the Sovereign, or that of the Governor-General. The existence of the Crown has also contributed to, rather than impeded, the independence of New Zealand, through the division of imperial prerogative powers. In particular, while the future constitutional status of the Treaty of Waitangi remains uncertain, the Crown appears to have acquired greater legitimacy through being a party to the Treaty. The expression of national identity does not necessarily require the removal of the Crown. The very physical absence of the Sovereign, and the all-pervading nature of the legal concept of the Crown, have also contributed to that institution's development as a truly national organ of government. The concept of the Crown has now, to a large extent, been separated from its historical, British, roots. This has been encouraged by conceptual confusion over the symbolism and identity of the Crown. But this merely illustrates the extent to which the Crown has become an autochthonous polity, grounded in our own unique settlement and evolution since 1840. Whether that conceptual strength is sufficient to counterbalance symbolic and other challenges in the twenty-first century remains uncertain. But it is certain that the Crown has had a profound affect upon the style and structure of government in New Zealand.

Educational activity preceded official British presence in New Zealand. The development of the New Zealand state from crown colony, to a system of relatively autonomous provincial councils, to a centralized administration took place within a period of four decades. Co-terminous with and essential to the state's progressive securing of its authority was the institutionalization of separate national systems of education for Maori and Pakeha. Whilst the ascendancy of the state and the securing of education as a central state concern proceeded ultimately with the sanction of the state and in accordance with its objectives it was not a straight forward process in a young nation which was born democratic, but was struggling to consolidate political and cultural unity. The various stages and the ultimate form that education in New Zealand took were closely linked to shifts in the nature and role of the state in its formative years, in the nature of its relationship with civil society, and in its official relationship with Maori. This provided the context and dynamic of the shift to state control as public schooling came to dominate over private or voluntary efforts, and as the particularism of isolated provincial settlements was replaced by a system designed to serve the nation as a whole. Positing conceptual links between the development of national education and the processes of state formation and nation building in a colonizing context, this thesis argues that the institutionally differentiated form that universal education took in New Zealand produced a site through which socially, culturally and ideologically determined conceptions of “normality” would be legitimated and become hegemonic. By nationalizing education to legitimate a culture of uniformity based on a specific set of norms, individual New Zealanders were differentially created according to class, gender and ethnicity, and to physical, intellectual, behavioural and sensory functioning.

The aims of this thesis are to determine to what extent the Crown remains important as a source of legitimacy for the constitutional order and as a focus of sovereignty; how the Crown has developed as a distinct institution; and what the prospects are for the adoption of a republican form of government in New Zealand. The imperial Crown has evolved into the New Zealand Crown, yet the implications of this change are as yet only slowly being understood. Largely this is because that evolution came about as a result of gradual political development, as part of an extended process of independence, rather than by deliberate and conscious decision. The continuing evolution of political independence does not necessarily mean that New Zealand will become a republic in the short-to-medium term. This is for various reasons. The concept of the Crown has often been, in New Zealand, of greater importance than the person of the Sovereign, or that of the Governor-General. The existence of the Crown has also contributed to, rather than impeded, the independence of New Zealand, through the division of imperial prerogative powers. In particular, while the future constitutional status of the Treaty of Waitangi remains uncertain, the Crown appears to have acquired greater legitimacy through being a party to the Treaty. The expression of national identity does not necessarily require the removal of the Crown. The very physical absence of the Sovereign, and the all-pervading nature of the legal concept of the Crown, have also contributed to that institution's development as a truly national organ of government. The concept of the Crown has now, to a large extent, been separated from its historical, British, roots. This has been encouraged by conceptual confusion over the symbolism and identity of the Crown. But this merely illustrates the extent to which the Crown has become an autochthonous polity, grounded in our own unique settlement and evolution since 1840. Whether that conceptual strength is sufficient to counterbalance symbolic and other challenges in the twenty-first century remains uncertain. But it is certain that the Crown has had a profound affect upon the style and structure of government in New Zealand.

Educational activity preceded official British presence in New Zealand. The development of the New Zealand state from crown colony, to a system of relatively autonomous provincial councils, to a centralized administration took place within a period of four decades. Co-terminous with and essential to the state's progressive securing of its authority was the institutionalization of separate national systems of education for Maori and Pakeha. Whilst the ascendancy of the state and the securing of education as a central state concern proceeded ultimately with the sanction of the state and in accordance with its objectives it was not a straight forward process in a young nation which was born democratic, but was struggling to consolidate political and cultural unity. The various stages and the ultimate form that education in New Zealand took were closely linked to shifts in the nature and role of the state in its formative years, in the nature of its relationship with civil society, and in its official relationship with Maori. This provided the context and dynamic of the shift to state control as public schooling came to dominate over private or voluntary efforts, and as the particularism of isolated provincial settlements was replaced by a system designed to serve the nation as a whole. Positing conceptual links between the development of national education and the processes of state formation and nation building in a colonizing context, this thesis argues that the institutionally differentiated form that universal education took in New Zealand produced a site through which socially, culturally and ideologically determined conceptions of “normality” would be legitimated and become hegemonic. By nationalizing education to legitimate a culture of uniformity based on a specific set of norms, individual New Zealanders were differentially created according to class, gender and ethnicity, and to physical, intellectual, behavioural and sensory functioning.

The aims of this thesis are to determine to what extent the Crown remains important as a source of legitimacy for the constitutional order and as a focus of sovereignty; how the Crown has developed as a distinct institution; and what the prospects are for the adoption of a republican form of government in New Zealand. The imperial Crown has evolved into the New Zealand Crown, yet the implications of this change are as yet only slowly being understood. Largely this is because that evolution came about as a result of gradual political development, as part of an extended process of independence, rather than by deliberate and conscious decision. The continuing evolution of political independence does not necessarily mean that New Zealand will become a republic in the short-to-medium term. This is for various reasons. The concept of the Crown has often been, in New Zealand, of greater importance than the person of the Sovereign, or that of the Governor-General. The existence of the Crown has also contributed to, rather than impeded, the independence of New Zealand, through the division of imperial prerogative powers. In particular, while the future constitutional status of the Treaty of Waitangi remains uncertain, the Crown appears to have acquired greater legitimacy through being a party to the Treaty. The expression of national identity does not necessarily require the removal of the Crown. The very physical absence of the Sovereign, and the all-pervading nature of the legal concept of the Crown, have also contributed to that institution's development as a truly national organ of government. The concept of the Crown has now, to a large extent, been separated from its historical, British, roots. This has been encouraged by conceptual confusion over the symbolism and identity of the Crown. But this merely illustrates the extent to which the Crown has become an autochthonous polity, grounded in our own unique settlement and evolution since 1840. Whether that conceptual strength is sufficient to counterbalance symbolic and other challenges in the twenty-first century remains uncertain. But it is certain that the Crown has had a profound affect upon the style and structure of government in New Zealand.

Educational activity preceded official British presence in New Zealand. The development of the New Zealand state from crown colony, to a system of relatively autonomous provincial councils, to a centralized administration took place within a period of four decades. Co-terminous with and essential to the state's progressive securing of its authority was the institutionalization of separate national systems of education for Maori and Pakeha. Whilst the ascendancy of the state and the securing of education as a central state concern proceeded ultimately with the sanction of the state and in accordance with its objectives it was not a straight forward process in a young nation which was born democratic, but was struggling to consolidate political and cultural unity. The various stages and the ultimate form that education in New Zealand took were closely linked to shifts in the nature and role of the state in its formative years, in the nature of its relationship with civil society, and in its official relationship with Maori. This provided the context and dynamic of the shift to state control as public schooling came to dominate over private or voluntary efforts, and as the particularism of isolated provincial settlements was replaced by a system designed to serve the nation as a whole. Positing conceptual links between the development of national education and the processes of state formation and nation building in a colonizing context, this thesis argues that the institutionally differentiated form that universal education took in New Zealand produced a site through which socially, culturally and ideologically determined conceptions of “normality” would be legitimated and become hegemonic. By nationalizing education to legitimate a culture of uniformity based on a specific set of norms, individual New Zealanders were differentially created according to class, gender and ethnicity, and to physical, intellectual, behavioural and sensory functioning.

The aims of this thesis are to determine to what extent the Crown remains important as a source of legitimacy for the constitutional order and as a focus of sovereignty; how the Crown has developed as a distinct institution; and what the prospects are for the adoption of a republican form of government in New Zealand. The imperial Crown has evolved into the New Zealand Crown, yet the implications of this change are as yet only slowly being understood. Largely this is because that evolution came about as a result of gradual political development, as part of an extended process of independence, rather than by deliberate and conscious decision. The continuing evolution of political independence does not necessarily mean that New Zealand will become a republic in the short-to-medium term. This is for various reasons. The concept of the Crown has often been, in New Zealand, of greater importance than the person of the Sovereign, or that of the Governor-General. The existence of the Crown has also contributed to, rather than impeded, the independence of New Zealand, through the division of imperial prerogative powers. In particular, while the future constitutional status of the Treaty of Waitangi remains uncertain, the Crown appears to have acquired greater legitimacy through being a party to the Treaty. The expression of national identity does not necessarily require the removal of the Crown. The very physical absence of the Sovereign, and the all-pervading nature of the legal concept of the Crown, have also contributed to that institution's development as a truly national organ of government. The concept of the Crown has now, to a large extent, been separated from its historical, British, roots. This has been encouraged by conceptual confusion over the symbolism and identity of the Crown. But this merely illustrates the extent to which the Crown has become an autochthonous polity, grounded in our own unique settlement and evolution since 1840. Whether that conceptual strength is sufficient to counterbalance symbolic and other challenges in the twenty-first century remains uncertain. But it is certain that the Crown has had a profound affect upon the style and structure of government in New Zealand.

The aims of this thesis are to determine to what extent the Crown remains important as a source of legitimacy for the constitutional order and as a focus of sovereignty; how the Crown has developed as a distinct institution; and what the prospects are for the adoption of a republican form of government in New Zealand. The imperial Crown has evolved into the New Zealand Crown, yet the implications of this change are as yet only slowly being understood. Largely this is because that evolution came about as a result of gradual political development, as part of an extended process of independence, rather than by deliberate and conscious decision. The continuing evolution of political independence does not necessarily mean that New Zealand will become a republic in the short-to-medium term. This is for various reasons. The concept of the Crown has often been, in New Zealand, of greater importance than the person of the Sovereign, or that of the Governor-General. The existence of the Crown has also contributed to, rather than impeded, the independence of New Zealand, through the division of imperial prerogative powers. In particular, while the future constitutional status of the Treaty of Waitangi remains uncertain, the Crown appears to have acquired greater legitimacy through being a party to the Treaty. The expression of national identity does not necessarily require the removal of the Crown. The very physical absence of the Sovereign, and the all-pervading nature of the legal concept of the Crown, have also contributed to that institution's development as a truly national organ of government. The concept of the Crown has now, to a large extent, been separated from its historical, British, roots. This has been encouraged by conceptual confusion over the symbolism and identity of the Crown. But this merely illustrates the extent to which the Crown has become an autochthonous polity, grounded in our own unique settlement and evolution since 1840. Whether that conceptual strength is sufficient to counterbalance symbolic and other challenges in the twenty-first century remains uncertain. But it is certain that the Crown has had a profound affect upon the style and structure of government in New Zealand.

Educational activity preceded official British presence in New Zealand. The development of the New Zealand state from crown colony, to a system of relatively autonomous provincial councils, to a centralized administration took place within a period of four decades. Co-terminous with and essential to the state's progressive securing of its authority was the institutionalization of separate national systems of education for Maori and Pakeha. Whilst the ascendancy of the state and the securing of education as a central state concern proceeded ultimately with the sanction of the state and in accordance with its objectives it was not a straight forward process in a young nation which was born democratic, but was struggling to consolidate political and cultural unity. The various stages and the ultimate form that education in New Zealand took were closely linked to shifts in the nature and role of the state in its formative years, in the nature of its relationship with civil society, and in its official relationship with Maori. This provided the context and dynamic of the shift to state control as public schooling came to dominate over private or voluntary efforts, and as the particularism of isolated provincial settlements was replaced by a system designed to serve the nation as a whole. Positing conceptual links between the development of national education and the processes of state formation and nation building in a colonizing context, this thesis argues that the institutionally differentiated form that universal education took in New Zealand produced a site through which socially, culturally and ideologically determined conceptions of “normality” would be legitimated and become hegemonic. By nationalizing education to legitimate a culture of uniformity based on a specific set of norms, individual New Zealanders were differentially created according to class, gender and ethnicity, and to physical, intellectual, behavioural and sensory functioning.

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