“Whiriwhiria, kia ora ai te tamaiti”: an exploration of mātauranga Māori to support day-to-day learning in five primary schools in regional New Zealand

Abstract

This study explores how a purposively selected sample of mainstream primary schools in regional New Zealand incorporate mātauranga Māori (traditional Māori (Indigenous people of New Zealand) knowledge) into school life to support successful learning. Qualitative semi-structured interviews with five principals of low advantage schools with high Māori student populations identified six themes focused on creating a curriculum built around Te Ao Māori (Māori worldview). They were mainstream curriculum not fit for purpose for Māori learners, blending of mātauranga Māori and western knowledge, mātauranga Māori as learning and educational experiences, mātauranga ā-iwi (local Māori knowledge) and achievement fit for tamariki (children). Mātauranga Māori is incorporated into these schools’ environment to support learning, but the mainstream curriculum can be a challenge for schools wishing to promote Māori ways of being. Some schools, however, supported a He Awa Whiria (braided rivers) approach to education, the interweaving of both western practices and mātauranga Māori.

Desafíos en la práctica de co-docencia en educación intercultural para la enseñanza de la lengua y cultura mapuche en Chile

“…Por lo anterior, en el marco de la educación intercultural, distintas experiencias a nivel mundial han asumido el enfoque de co-docencia para incorporar los conocimientos indígenas en el aula. Así, por ejemplo, en el caso de Australia y Nueva Zelanda (Glassey et al 2023), México (Sartorello, 2021), Perú (Cépeda et al 2019) Bolivia (Oyarzo, 2017) y Ecuador (Osorio-Calvo, 2022), se observa la modalidad de prácticas de co-docencia que buscan la interculturalización del currículo escolar a través de la incorporación de la episteme indígena tanto en sus distintas asignaturas como en sus prácticas pedagógicas.…”