“Hey Miss”: Ann Gluckman’s Teaching Career

By Sheree Trotter

Ann Gluckman, in writing about her career as the Principal of Nga Tapuwae College, stated, ‘From the first day I was greeted with “Hey Miss”. If I had ever got round to writing a book of my life it would have been titled “Hey Miss”.’[1]

While Ann Gluckman has had a long, varied and interesting life, teaching has certainly been a key part of her journey and an area in which she has made a significant contribution to the history of multicultural education in New Zealand.

Ann Gluckman began her teaching career in 1964 and retired in 1989, after 13 years in the role of principal of Nga Tapuwae College in Mangere.  At the peak of her teaching career, Ann Gluckman would be praised for her role in pioneering New Zealand’s first community college and as the first female principal of a state co-educational college. Upon her retirement in 1989, an Auckland Star article paid tribute to her stating, “Under Mrs Gluckman’s leadership the school was a showplace for multicultural education, providing a mixture of Maori, Pacific Island and European culture as well as a good basic education.”[2] 

How is it that a Jewish woman, wife of a physician and psychiatrist, mother of four sons, from a privileged background should choose to give the best years of her career life to the multicultural milieu of South Auckland?

Ann hailed from a family in which education was highly prized. Her mother, Augusta Manoy, was the first Jewish woman to graduate from the Otago Medical School in 1922. Ann was born in London in 1927 and spent her first few years in Australia before coming to New Zealand. A nanny and servants helped raise her and brother Geoffrey, while their parents worked. However, Augusta stopped working after her second child, due to poor health. Ann recalls with fondness her close relationship with some of the nannies, like Chrissie, who cared for her and Geoffrey in Sydney. Ann writes that she became hysterical when she learned that Chrissie would not be coming with them to New Zealand. She remembers that her father read them bedtime stories and took them on car-trips on the weekends.

While Augusta adopted the upper-middle-class custom of not being “hands-on” in the care of Ann and Geoffrey, she did take a keen interest in Ann’s secondary school education. Indeed, in Augusta’s enthusiasm for languages, she had trained Ann for third form Latin, “with rigorous declensions and full knowledge of the pluperfect, past and present and future tenses”.[3] When Ann passed her third form Latin exam with 100%, the examiner, to Ann’s great horror, promptly accused her of cheating.

Ann explained that her choice to study sciences was “her first act of rebellion” against her mother, who wanted her to do an arts degree.  Ann felt the need to mark out her own identity, as separate from her mother, who had clearly defined plans for her. Augusta wanted Ann to study at Oxford University, UK, and to not marry until she was 30 years old, unusual in those times. However, Ann was to fall in love with fellow student Laurie Gluckman, who was eight years her senior and “a serious, pensive man”.  She married at 19 years old, with her father’s approval, but not her mother’s.

It was common in those days, when many parents were from families from the “old world” countries, for parents to decide whom their children should marry. Parents were anxious for their daughters to get the best marriage arrangement possible. They would meet and discuss potential marriage partners, before the children were aware. Men who went to the world wars were sometimes promised a young girl. Many such arrangements worked out well, if from the same class and if they had shared interests. Laurie Gluckman’s family was not known to the Auckland community and his father was from Trischik in Lithuania. He had fled to South Africa during an uprising and served in a cavalry regiment in the Boer War.[4]  He had had a bad accident in a milk factory, injuring his arm, and worked as a picture framer in Hamilton. He also held socialist views.  

Ann and Laurie were to marry in 1947. Her parents organised a reception with a large marquee on the back lawn of the family home in Lucerne Road. As was common at that time, all the guests were their parents’ friends. Ann and Laurie started their new lives together in Milford, where Laurie, a medical doctor, was building a general practice. In the days before the harbour bridge, Milford was still a seaside holiday suburb, very rural, with farmland, bush, tiny houses and a high Māori population. Unfortunately, Laurie contracted tuberculosis early in his career which meant that Ann, as a close contact, was not able to attend university classes or labs. She was forced to abandon her studies and it would be another thirteen years before she had the opportunity to take them up again. Ann and Laurie lived in Sydney for a few years, where Laurie spent much time in work and study, having decided to re-train as a psychiatrist. As Ann described, "It was a miserable time of my life…Life consisted of eating chocolate, reading rubbishy magazines, cooking meals and cutting the lawn with a hand mower twice a week”.[5] 

Ann returned to university in 1960 after having four children; Peter (1949), John (1950), Philip (1954) and David (1957).  This was a time when the term “suburban neurosis” had been coined, and Ann certainly found the return to university a welcome relief from domesticity. A New Zealand Women’s Weekly article about Ann’s career, highlighted the way in which she mixed motherhood with higher learning, headlining the fact that she chose to take up the study of geography, because as a mother of four boys, the geography lectures were at the only time she could get a baby-sitter.[6]  Indeed, the phenomenon of a mother with four children graduating with a science degree was so unusual at the time that an article was written about Ann’s feat. In the article, Ann explained that “having a family was no bar in returning to varsity” and she described the benefits for her sons, in spurring them on in their own studies. Indeed they thought “the whole thing is (sic) huge fun”.[7]

In 1963, as Ann was completing her MSc (Ak), she was recommended by her professor for a temporary part time position as a geography teacher at St Cuthbert’s College.  The following year Ann applied for a job at Epsom Girls’ Grammar (EGGS). By this time, her youngest child was at school.  Ann had been the Head prefect and Dux of EGGS in 1944, so she had come full circle.  Ann rose quickly through the teaching ranks achieving the top teacher’s grade in three short years. As successful as her career was, Ann always sought to prioritize her family and made sure she was home for her children. Teaching was a career where she felt she could also fulfil her duties to her children. Ann’s keen interest in her students made her a well-liked teacher and the geography classes she taught at EGGS became popular. In 1971 Ann was awarded a Teaching Fellowship at the University of Auckland, lecturing in geography and climatology, conducting tutorials and supervising laboratory work. In 1972 Ann became the Head of Liberal Studies and the Dean of the Sixth Form at EGGS, which required her to get to know all of the sixth form girls, their problems and progress. Ann spearheaded Liberal Studies schemes and encouraged the discussion of controversial subjects, such as contraception and abortion, so as to broaden the outlook of her students. She was one of two teachers, (Stuart Middleton of Papatoetoe High School being the other), who trialled the Nuffield Humanities Course for the Department of Education at Auckland University.

Although Ann came from an upper middle class Pākehā background, she, through her husband’s interests, had an affinity for Māori culture. Laurie had initially worked as junior doctor at Cook hospital in Gisborne. Early in their marriage, Ann and Laurie travelled annually around the East Cape with their family, getting to know Māori families, being welcomed into their homes and on to Marae and learning to speak Te reo Māori. Laurie, took up the study of Māori medicine, writing the book Tangiwai, on traditional Māori medicinal practices (Rongo).[8] He also became close to Arapeta (Peter) Awatere, who was accused of murder. Laurie gave evidence at his trial, in his capacity as a psychiatrist. Ann notes that it was the first time Māori spiritual beliefs had been brought up in a trial hearing. Ann’s fourth son, David, was very interested in Te Reo Māori and would go to the prison with Laurie every Saturday morning to visit Peter Awatere. David, who went to St Kentigern College, was the first European boy to go into a Māori speech contest. Sadly, David was killed in a car accident in 1979, just prior to graduating in Law, a tragedy from which Ann never fully recovered.

Ann’s first foray into teaching in a multicultural setting came with her new role as Senior Mistress at Seddon High School in 1974. This was also her first time teaching in a co-educational secondary school. When Seddon, the Technical Secondary School in Wellesley Street was closed to make way for a new motorway access to the city, Seddon High School was built in Motions Road, on the old rubbish dump, opposite the zoo. In the early 1970s Pacific immigration was at its height and Polynesian families were living in old crowded houses at the back of Grey Lynn, Ponsonby and Herne Bay. Seddon High School had a high Pacific Island population, which came with its own challenges.  Ann soon made her presence felt by challenging the practice of corporal punishment in the school.  The principal at the time had a naval background and ruled with an iron fist. Use of the strap on boys was not uncommon and for reasons that Ann strongly questioned, such as wearing non-regulation shoes. Ann understood that for students in large Pacific families, regulation clothing and footwear were sometimes unaffordable. Often it was the first person up in the morning who got the best choice of clothing. Students didn’t understand why they were being punished, and the sense of injustice increased ill-feeling. Ann firmly believed that violence bred further violence and spoke out about these methods, even penning articles, which were published in the local papers.

Another area for which Ann showed great foresight, was in understanding the holistic needs of students and that good physical health was important for overall well-being. In 1974, Ann organised a survey of the health needs of the 650 students of Seddon High School, with its high population of Pacific Island students. Many had never had a full health check. Dr Peter Gluckman, then a junior lecturer in the university paediatric department, suggested that Ann approach Professor David Lines, from the University School of Medicine’s Paediatrics Department. Lines was concerned at the high number of children under the age of 14 diagnosed as suffering from tuberculosis that year in Auckland. He noted that tuberculosis, rheumatic fever, rubella and mental retardation due to diet deficiencies during early infancy were unusually prevalent in New Zealand. These ailments were usually linked to developing countries with problems of inadequate housing, overpopulation and a low standard of living.[9] Another health issue at the time arose from the practice of tattooing one’s arm with the names of boyfriends. When the relationship ended, a hot iron was used to try and remove the name.

Ann writes that her experience at Seddon awakened her to the need to understand and respect the different backgrounds of the pupils, to learn to say their names properly and appreciate and honour the customs and traditions of the various island groups and other immigrant peoples. She understood their reluctance to identify as Polynesians because of her own immigrant background. She opened the door to discussion by talking about her Jewish background and how hard it was for her parents coming to New Zealand and the experience of her family being displaced from their homeland.

In 1975, Ann applied for two positions as principal and was accepted for both. One was as principal at Kelston Girls’ High School. She turned this down in favour of the position of foundation principal of Mangere No.2 High School, the future Nga Tapuwae College. Ann would be the first woman in New Zealand to be appointed by a Board of Governors to the position of principal in a state co-educational high school. Nga Tapuwae College was also forging new ground as the first school in New Zealand to be planted as a purpose built community secondary school. The concept of a community college, which included a community centre, was experimental from its outset, with no blueprint or model to follow. The concept was the brainchild of Oxford educated Professor Howard Hayden, who had never taught in New Zealand, and David Thurlow, a senior advisor with the Department of Education. The governance arrangement was unique, being jointly funded by the Education Department, the Manukau City Council and the Department of Internal Affairs.

The concept of Mangere school families contributing to the cost of the new community centre was unrealistic. Mangere was then a newly built suburb with a high population of new immigrants from various Pacific islands: Tongans, Samoans, Niueans and Cook Islanders, along with Māori, Chinese market gardeners and older established families. The churches played a dominant role in the lives of many Pacific islanders. They had a tithing system in which money was collected to be sent back to support the families back home in the islands.  The late 1960s and 1970s saw industries booming in South Auckland, and Otara and Mangere became huge centres of relatively low paid people. The rich soils that serviced flourishing market gardens and dairy farms were removed to make way for state housing, which rapidly covered the area. New schools were built and so were many churches, from Mormon to Orthodox to Island denominations. Various ethnic groups were pepperpotted in neighbourhoods: Pākehā, Māori from different iwi, and various Pacific island groups. Single mothers would reside next to large Pacific Island families; Samoans next to Tongans (sometimes traditional enemies); plantation workers next to chiefs.  

Nga Tapuwae Staff

Nga Tapuwae was envisaged as a community centre to be used as a training and communal hub to help integrate the heterogeneous new population into New Zealand society. Added to this mix was the fact Mangere was on the tribal area of Tainui as mana whenua, and included a large Maōri population from Ngapuhi and the majority of the Māori staff members were from Ngati Porou, East Coast. The integration of these various parties was at times challenging. However, at the outset, Ann embarked on the new venture with enthusiasm and idealism.

Meeting the needs of so many newcomers in a freshly established community, where there were no well established cultural and social patterns was challenging. The cultural and social models and traditions of many of the people who moved to the area tended to be left behind. Many of the students were first generation New Zealanders or new arrivals with English as a second language. The average reading age of the 1976 Third Form intake from Mangere Intermediate school was 7.5 years.  Teachers coming from mainstream schools had to adapt to keep students engaged. Truancy was a problem. At times older girls would be kept at home to look after siblings. Teachers were forced to develop new and unique programmes to meet the particular needs of their students. The cosmopolitan mix of ethnic groups necessitated a major reassessment of curriculum content and teaching methods.[10] Because there were no official guidelines for teaching these children, teachers started writing and researching their own systems, applying what they learnt as they progressed. The population was so fluid and transient that it was difficult to keep track of students. When teachers visited homes they rarely found books, apart from a Bible or Best Bets and sometimes a wily salesman managed to unload Encyclopedia Britannica on parents anxious for teenagers to progress. Middlemore hospital employed many mothers in the laundry, kitchen and as ward maids. Most employed men worked in abattoirs or vehicle assembly lines. Numbers of new staff resigned but those who stayed found ingenious ways to develop programmes to stimulate pupil interest and the same teachers formed cultural performing groups and formed sports teams. However, to fit out the teams with uniforms and footwear required a visit to donors.

White flight was also a phenomenon that Ann found disappointing. She reflected, ‘European and Chinese mothers would come to my office who were not happy with their kids mixing with “rough and tumble, badly spoken” children. There would be pushing in the playground. They would send them to Otahuhu College or the Catholic school in the area’. Ann found herself taking on the role of a mediator between cultures, explaining the cultural norms in Pacific families to a Pakeha audience.

The school began with limited resources and so Ann found that much of her energy had to be devoted to fundraising, for although the government initiated this new venture with much aplomb, the funding fell short. She noted that some of her own Jewish community were generous benefactors, including David Levene, Fisher & Paykel, Stephen Fisher, Lou Fisher, Michael Friedlander, Phil Collinson and Norman Shieff. Shieff, Ann’s lawyer and friend, set up a Trust Fund, which helped considerably when interest rates were over 17 percent. The fund continued long after Ann retired and saw many amenities at the school completed.

Ann worked hard to be a friendly face for Polynesian families. She did not want to be a remote figure to her students. Rather than talk over a desk, she would take them into a lounge room, where she had arranged furniture from her own home and photos of her family, so that they could relate to her more easily. Indeed she cultivated the “mother image” knowing that most Pacific youngsters respected their elders.[11] The community centre provided a pre-school, innovative at the time, so that mothers with infants could attend classes and to encourage pregnant teenagers to continue school. It also provided for the needs of teachers with young children. Driven by the goal that “no student should fail”, Ann sought “to fire the imagination of her students and to make them realise their academic and sporting potential”. She fought against the intimidation of low expectations placed on students and encouraged students to aspire to do well.[12] 

Ann continued to disallow corporal punishment, but rather, sought to find out the causes of misbehaviour and demonstrate by example that there were better ways of resolving differences than the fist. She believed that the best way to reduce violence in schools was for the staff to adopt a low key, consistent mode of behaviour which in turn would create a calm atmosphere which generated a feeling of security and trust. In this atmosphere, absenteeism, antisocial behaviour and vandalism declined.[13] Ann implemented a meticulous health programme with a full-time nurse and dental health care for students. Ann encouraged parents to come into school for meetings, rather than send home report cards and often teachers would go to the homes of families.  In order to promote her accessibility, Ann would bring her small dog to school, which the students enjoyed.

Ann wrote that,

The aim of the school was to make the pupils stand tall, proud of whom they were culturally and help them retain their cultural and spiritual values. We aimed to help them gain respect for one another and, as educationalists, to try and help each pupil make the most of his/her abilities and help them reach the highest level of attainment commensurate with their ability.[14] 

In an effort to connect with their students, a trip to Samoa was organised for teachers, which opened their eyes to the way of life of the families of students. Ann also worked to create a collegial atmosphere for her staff. Gaynor Brown wrote that Ann was ‘deeply supportive of and covered for her staff. It was a challenging position in so many ways and Ann met these challenges with enormous expertise and dedication’.[15] Another staff member, Jan Graham wrote, ‘I have great admiration for Ann Gluckman and what she tried to achieve and personally, I found her support and kindnesses something I will always remember’.[16] 

Another innovative initiative spearheaded by Ann, in cooperation with Walter Hirsh, then Race Relations Conciliator, was the NZ Secondary Schools Cultural Exchange programme, whereby students from predominantly Polynesian schools undertook an exchange with Pakeha middle class students from mainly white schools, for a term. According to Gluckman, the idea of a Student Exchange started when 16 year old Lisa Duder, the daughter of author Tessa Duder, approached her. She was interested in a career in social work and wanted to attend a school that taught Māori. According to an article written at the time, Duder found the exchange experience tough at first, being in an environment so alien and unfamiliar, while her new classmates suspected a spy in their midst.[17] But by the end of the first term there was acceptance and growing understanding. From then on new worlds opened for Duder and for her classmates. Duder went on to do a BA in Māori, married a Māori and worked as a publisher of a school journal in Māori. A number of schools and students participated in the cultural exchange programme.  Students found the new and uncomfortable experience of being a minority increased their understanding of other cultures. They discovered that the common stereotypes of Pacific and Māori communities were false. The experience enabled all those who participated to “look at their own land through other people’s eyes”.[18] 

Given its uniqueness, Nga Tapuwae drew an unusual level of outside attention and its growing pains were made public. “Shock horror” articles were written about violence in the school and the phenomenon of glue sniffing. These claims were dismissed by the local constable as sensationalized stories, where small incidents were blown out of proportion. He responded, “The kids are first class. They’d be an example to any school, well-disciplined and deeply religious, nice, biddable, cheerful, cooperative kids.”[19] Writing retrospectively in a 2015 memorial volume, Stuart Middleton who served as the HOD English, stated, ‘In a media climate in which South Auckland was virtually without exception portrayed negatively, articles such as this simply fed the prejudices of the rest of Auckland’.[20] [21]  

One of the underlying challenges the school faced was the tension between running a multicultural versus a bi-cultural centre. With the appointment of Mira Szazy in 1979 as Community Director, the multicultural nature of the centre was challenged by those Māori who believed in a bicultural approach. An example of the kind of cross-cultural misunderstandings that had to be navigated, was an incident in which a workman chopped off the branch of a totara tree, which was believed to be associated with the first Māori king Potatau Te Wherowhero. The workman died that night in his sleep and it was believed that he had breached the tapu of the tree. Māori aspirations would eventually be realized in the establishment of a kura kaupapa Māori many years later. At times Ann was was on the receiving end of vicious comments and snide remarks about her Jewish heritage. However, the general consensus was that against almost insurmountable odds at the time, she had succeeded in “building a school in an area of wide cultural diversity, which would be a credit to its pupils, staff and community, celebrating and recognising its multiculturalism”.[22] 

Ann Gluckman with Te Arikinui Dame Te Atairangikaahu

In spite of the challenges, Nga Tapuwae was held up as a role model of multiculturalism.  The community centre was popular for functions, with a hall adorned with Pacific-themed art by Barry Lett and a large kitchen and dining room. The adjacent marae had been transformed from a prefab classroom into a carved meeting house, with weavings, beautified grounds and a traditional gateway. Ann credited Pani and Te Kepa Stirling, foundation Māori staff members, for their exceptional work in transforming the marae. The school encouraged the performing arts of the different cultural groups, which attracted high profile visitors, such as the Māori Queen Dame Te Atairangikaahu, Members of Parliament such as Colin Moyle, Bob Tizard, Koro Wetere, and also HRH Prince Edward.

Ann Gluckman with Te Arikinui Dame Te Atairangikaahu & MP Koro Wetere

In reflecting upon her time at Nga Tapuwae, Ann wrote:

It was the most significant period of my life. We gained understanding and respect for the cultures of Māori and the individual peoples of Polynesia who have every reason to stand tall and be proud of their cultures. They showed us generosity and their sense of humour, but also we learned that it was easy to offend. We were often talking past each other. But from working with and learning from those of different backgrounds, many were enriched by the experience.

Ann also wrote of the unbreakable bond of fellowship that developed among a significant number of staff, who kept in regular contact over the subsequent years.

After Ann’s retirement in 1989, the Ministry of Education decided to integrate three schools in the area to create a seamless branch of education to cater for the students of this community. Nga Tapuwae College, Māngere Intermediate and Southern Cross Primary were merged to form the Southern Cross Campus, which officially opened in 1998.  Out of this arose Te Kura Māori o Ngā Tapuwae, which opened its doors in its own right as special character Kura-a-Iwi, full immersion Te Reo Māori school in 2011.[23]  The school is headed by Arihia Stirling, daughter of Pani and Te Kepa Stirling, foundation Māori staff members of Nga Tapuwae College.

Throughout her long life Ann has been a thoughtful commentator on current events, and has written on a vast array of topics, from science, education, arts, travel, poetry, religion, philosophy, and more. Her views were often published in the local newspapers and she has also produced several books.

In 1976 she wrote a poem about a marae visit which had a profound impact on her. Almost twenty years later, as she reflected on that visit, she made insightful comments on the state of race relations in the country at that time.

In 1995 race relations in New Zealand are at an uncomfortable stage. Pakeha and Māori talk past one another. Harmony is not achieved by politicised standoffs. Where people meet face to face and have an opportunity to learn about the beliefs, customs, traditions and family values of one another, empathy and understanding is often achieved. In 1976 I had my first close contact with Māori traditions. The experience which is written here, I recorded very carefully, for it made a profound impact on me and left me with many impressions, which I have had to pursue in the ensuing years. At the time I was moved and disturbed and although some of my relationships with Māori people have not been smooth, I have a great love and respect for many Māori. This article is dedicated to those who enabled me to experience the meaning of aroha and wairua.[24]

Ann Gluckman’s achievements were significant indeed, in leading the country’s first community college and being the first woman to become principal of a co-educational school in New Zealand. Ann brought great heart, humanity and passion to all her endeavours. She had an openness to new ideas, new practices, fresh understandings and a great love for the people she worked with and served. While she certainly encountered conflict and misunderstanding, she used those experiences for self-reflection and learning.  In 1992 Ann received the Honour of Officer of the Civil Division of the Most Excellent Order of the British Empire (OBE) in recognition of her services to education and the community, a fitting crown to her teaching career.

Post-Script

Ann certainly was not ready to slow down after retiring from Nga Tapuwae College. She continued as an educator (for the Third Age), and as a writer and embarked on new ventures. She and Laurie led tour groups to places like Turkey, South America and Pakistan.   During her time at Nga Tapuwae Ann gained a Diploma in Education Administration and a BA in World Religions, extramurally from Massey University. In the multi-religious environment of Nga Tapuwae, the latter greatly extended her understanding.

Ann Gluckman & Mary Tagg, authors of Ageing is Attitude

​​Ann’s writing includes more than 250 articles ranging from chapters in books to columns in newspapers, journals and magazines. She began authoring articles for the New Zealand Woman’s Weekly in 1951 on education, and then travel. Ann produced and edited the first volume of Identity and Involvement in 1990, the second in 1993 and the third in 2020.  She was the editor of “Principals of Retirement” for the Secondary Principals Association of NZ, published in 1991. In 1995, Ann wrote Ageing is Attitude: The New Zealand Experience, together with a friend, Mary Tagg, a school guidance counsellor.[25]  Ann also researched and authored the story of her mother’s family life in Latvia, Postcards from Tukums: A Family Detective Story.[26] 

Ann also pursued many activities outside of education. She was appointed a Justice of the Peace in 1981, was the founding co-president of the Auckland Council of Christians and Jews (1987-1990), co-president of the International Council for Christians and Jews and President of the Zonta Club – Auckland. She was involved in the PTA, Plunket Society, the National Council of Women, the Federation of University Women, U3A, Director General’s nominee on the National Commission to UNESCO, serving on the Social Sciences sub-commission, Child Youth Development Trust, a lay member of the first Ethical Committee for Middlemore Hospital, and of the Auckland DHB, as well as a Trustee on the Spirit of Adventure Trust Board and was for two terms a member of the Massey University Council.  Ann has been in demand as a public speaker with topics such as second chance education, intercultural education and comparative religion at several international conferences, including in Pakistan, USA, China and Taiwan.

In 2020, just as the Covid virus hit New Zealand, and at the age of 93, Ann published the third volume of Identity and Involvement: Auckland Jewry into the 21st Century. After a two year labour of love, which she says, helped to overcome the depression that came with ageing, she co-edited a book, described as a “legacy for future generations”.[27] Ann explains that she wrote it with a sense of mitzvah and giving back to the community. The weighty volume is a collection of  personal essays from 120 members and friends of Auckland’s Jewish communities and a snapshot of modern Judaism in the city. It came 17 years after the second volume. This volume aims to show that Jews are New Zealanders who have contributed much to the country in many ways. Although Ann once described herself as “a very ordinary person’, she is in fact a remarkable New Zealander who has made a very great contribution to New Zealand society.

(Some of the content of this essay is from oral interviews conducted by Ruth Greenway and Sheree Trotter).

Footnotes

[1]  Ann Gluckman, Ngā Tapuwae, Ki Te Taki o Autahi, Recollecting the Early Years, Southern Cross Campus, 2015.

[2] Ann Gluckman, Ngā Tapuwae, Ki Te Taki o Autahi, Recollecting the Early Years, Southern Cross Campus, 2015, p.31.

[3] 1 August 2017,  Email Phillip Gluckman to A. Gluckman, Happy Birthday Speech.

[4] Michael King, At the Edge of Memory, Penguin, 2002.

[5] Ann Gluckman, Biographical Notes, pp.33-36, 2023-04-18-0001.

[6] Helen Cook,  “Geography suited the baby sitter", New Zealand Women's Weekly, 24 May 1971.

[7] Ibid.

[8]  Laurie K. Gluckman, Tangiwai - A Medical History of 19th Century NZ - Medical History of NZ Prior to 1860, 1976.

[9] 1974 Oct 29, Paper Unknown, The "Guinea Pigs" of Seddon High. 1975 Oct 30, Auckland Star, "Another City Problem".  

[10]  Louise Callan,  "The Nga Tapuwae Experiment”,  Auckland Metro.

[11]  16 October 1976, New Zealand Herald, "The Motherly Touch".

[12]  Ngā Tapuwae, Ki Te Taki o Autahi, Recollecting the Early Years, Southern Cross Campus, 2015, p140, 151.

[13] Ann Gluckman, Violence Probe, "Violence in a Multi-racial school".

[14] Ann Gluckman, Ngā Tapuwae, Ki Te Taki o Autahi, Recollecting the Early Years, Southern Cross Campus, 2015, p25.

[15]   Ngā Tapuwae, Ki Te Taki o Autahi, Recollecting the Early Years, Southern Cross Campus, 2015, p.53.

[16]   Ngā Tapuwae, Ki Te Taki o Autahi, Recollecting the Early Years, Southern Cross Campus, 2015, p.78.

[17] Jack Shallcrass, "Away at Home”, The Listener,  16 May 1987.

[18] Jack Shallcrass, The Listener, "Away at Home", 16 May 1987.

[19] Louise Callan,  "The Nga Tapuwae Experiment”,  Auckland Metro,.

[20]  Stuart Middleton, Ngā Tapuwae, Ki Te Taki o Autahi, Recollecting the Early Years, Southern Cross Campus, 2015, p.148.

[21] Louise Callan, “The Nga Tapuwae Affair:  A case of racism in reverse?" , Metro Magazine, 1987. By 1987, the Nga Tapuwae Board became embroiled in a four year long bitter internal conflict which became the focus of an in-depth Metro Magazine article. A number of factors contributed to the conflict, including personal grievances and politics between members of the parent-run board.

[22] Louise Callan, “The Nga Tapuwae Affair:  A case of racism in reverse?" , Metro Magazine, 1987.

[23] https://en.wikipedia.org/wiki/Southern_Cross_Campus

[24] Ann Gluckman, preface to ‘Marae Night 1976’, 1999, JL Archive, 2023-04-14-0006.

[25] Ann Gluckman & Mary Tagg, Ageing is Attitude: The New Zealand Experience, 1995.

[26] Ann, Gluckman, Postcards from Tukums: A Family Detective Story, Auckland, 2010.

[27] Lynley Ward, "Words to the wise, Ann's keeping the faith", New Zealand Woman's Weekly, 2 March 2020.