Culture. The very essence of oneself and the preserving force of all people's past and present identity have and continue to play a significant role in how education has developed. As a country, New Zealand is represented by a multitude of cultures and ethnicities, however it can be argued that the New Zealand education system appears to exclusively encompass Pākehā culture while weakening and renouncing others. To definitively state that many, if not all, teachers are inextricably forced to reproduce Pākehā culture, we must look to our history and see whether, given the origins of education, they are capable of doing otherwise. We can credit much of the inequalities in the world today as being a direct result of the idea of ​​colonialism. Cabral (as cited in Small, 2015) defines colonialism as “the paralysis or deviation or even arrest of the history of a people in favor of the acceleration of the historical development of other peoples”. For New Zealand this meant that Europeans were classified as colonizers because they moved into New Zealand and established their power as decision makers for the people. Europeans had a very benevolent view of the act of colonialism and felt a phenomenon called “the white man's burden” whereby they believed that “as a superior race, [they] had a great obligation to do their best to bring about civilization to other races. ” (Piccolo, 2015). As a result, this led to colonial education being incorporated into everyday life. The benefits of this teaching caused the colonizers to increase knowledge by giving the Maori access to modern technology and showing them the paths to obtaining such knowledge it is dissimilar to the flow of culture and customs from one generation to the next and has the potential to be replaced or lost. While Europeans reinforced the correctness of Pākehā culture during the colonial period, the loss of Māori culture occurred in a detrimental way, this mentality. it is still prevalent in today's society and in New Zealand education. Our origins and the society served by educational institutions have led to schools being inextricably and undeniably locked into the reproduction of Pākehā culture to the point where the relevance of Māori culture has been compromised. . Steps are being taken to ensure this is not a mentality that continues to haunt our state schools, with the long-term aspiration for a New Zealand education system that is not divided in its history, its events and, above all, its culture..