Implementing mātauranga Māori into the classroom : New Zealand English-medium secondary school teachers' perceptions of preparedness : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Māori Education at Massey University, New Zealand
The integration of mātauranga Māori within the New Zealand Curriculum represents a significant shift in Aotearoa New Zealand’s educational landscape. However, the historical marginalisation of Māori knowledge within the State education system has left teachers inadequately prepared to effectively incorporate mātauranga Māori into their practice. This thesis, employing Grounded Theory and kaupapa Māori methodology, explores secondary school teachers' perceptions of their preparedness to integrate mātauranga Māori and te reo Māori into the State curriculum whilst, examining the factors that influence their preparedness. This research includes the perspectives of iwi as the experts and custodians of mātauranga Māori, shedding light on their expectations, aspirations, and concerns regarding the inclusion of Māori epistemologies across the curriculum. The findings indicate that many teachers feel ill-equipped to incorporate Māori worldviews due to personal educational limitations, insufficient exposure to Māori perspectives, and systemic barriers within the wider education system. These challenges highlight the need for policy and systemic change, including enhanced professional development, institutional support, and culturally competent leadership. Iwi partnership throughout the change process is identified as crucial in ensuring the authenticity and integrity of mātauranga Māori within educational contexts. This thesis emphasises the necessity for teachers to engage in antiracist and decolonial practices, to confront cultural biases, systemic racism, pathologizing practices, and the failure of State educational institutions to enact Te Tiriti. Ultimately, the successful implementation of mātauranga Māori in the curriculum demands a collaborative approach, involving teachers, school leaders, iwi, and State and educational professional bodies. This research advocates for comprehensive teacher training, robust institutional support, and clear and active implementation of the principles of Te Tiriti o Waitangi and the National Education and Learning Priorities (NELPS) within school policy. This study contributes to the gap in research around teachers’ preparedness to engage with Māori knowledge, providing insights into the systemic barriers hindering meaningful teacher preparation and implementation. The broader implications suggest that the integration of mātauranga Māori should not be viewed as a one-off policy change, but rather as an ongoing process of decolonisation and cultural revitalisation that occurs in partnership with iwi/hapū.
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