Indigenisation of conservation education in New Zealand

Abstract

Indigenous Māori youth struggle to connect with science delivered in a Eurocentric model of education in Aotearoa, New Zealand. In transforming conservation biology through Indigenous perspectives, we asked whether Māori knowledge-based resources and traditional schooling (wānanga) methodologies increased the connection of Māori youth (rangatahi) to conservation science. We collaborated with a Māori environmental science body to run a culturally based environmental program (noho taiao) attended by 70 youth from three Māori-centric schools. We undertook surveys to assess baseline scientific understanding and to gauge how their understanding of the Māori-based conservation principles we introduced shifted over the course of the program. We developed a bilingual gaming app to introduce basic environmental concepts from both cultural perspectives, measuring its impact on knowledge retention for these students, and others at a Eurocentric school. Indigenous contexts for conservation learning markedly increased uptake of knowledge content, and enthusiasm for conservation concepts. After the program, Māori students reported that science was more accessible and relevant. Gaming as an educational medium was successful in engaging youth generally, but students primed by experiential learning from Indigenous perspectives had increased knowledge gained. Enabling rangatahi to explore place-based learning within a relevant cultural context allowed them to understand their duty of care to the environment (te taiao). Utilising Māori engagement mediums and mentors that resonate with youth are key to encouraging more Māori youth into conservation science. Therefore, empowering youth to draw from Indigenous ways of knowing, being and doing can create a step-change in science participation and leadership.

Addressing Epistemic Injustice: Engaging Children as Environmental Communicators to Support the Long-Term Sustainability of Forest Ecosystems

“…Given the intergenerational nature of complex socio-environmental issues such as sustainability [8,9], we argue alongside many other scholars for the specific inclusion of children and youth voices in environmental issues [10][11][12][13][14][15]. We contend that children should participate as valued knowledge creators and communicators in their own rights and not simply as objects of inquiry or institutional outreach.…”

Me ora te Ngāhere: visioning forest health through an Indigenous biocultural lens

“…Connecting youth through media is one way that has emerged as a solution for the younger generations. Pairing technology with actual environmentbased educational programs may offer a bridge in this gap (Reihana et al 2019(Reihana et al , 2021. Remote observation through a network of cameras and satellites may also be a temporary solution, and may at least provide a continuity of presence within these environments.…”

Towards resilience in the Anthropocene: transforming conservation biology through Indigenous perspectives

“…Critical to achieving transformation in the field of conservation biology is the integration of diverse knowledge systems into governance, conservation planning and education (e.g. Aitken et al 2021;Belcher et al 2021;Palmer et al 2021;Reihana et al 2021;Winter et al 2021). Collaborations among multiple stakeholders in a social-ecological system often means that there is diversity in roles, knowledge systems, and expertise.…”

“…They found that 'utilising Ma ¯ori engagement mediums and mentors that resonate with youth are key to encouraging more Ma ¯ori youth into conservation science. Therefore, empowering youth to draw from Indigenous ways of knowing, being and doing can create a step-change in science participation and leadership' (Reihana et al 2021).…”