Tukua te mātauranga marautanga kia rere—The challenges of integrating mātauranga Māori into a Year 10 and 11 curriculum

Kupu whakataki / Whakamārama mō te kaupapa

This kaupapa Māori derived longitudinal study will investigate best practices for the inclusion of relevant mātauranga Māori into an integrated programme for ākonga Māori in an English-medium secondary school. This project involves the trialling and documenting of different approaches to curriculum integration and the inclusion of kaupapa Māori and mātauranga Māori into curricula for a cohort of Year 10 and Year 11 ākonga Māori. Narratives of experience will be collated from ākonga, whānau, pouako and iwi/hapū members, with the intention of analysing the opportunities, highlights, and challenges of incorporating localised mātauranga Māori into an integrated curriculum.

Ngā whāinga

This project aims to identify the benefits and challenges of incorporating localised mātauranga Māori within an integrated curriculum in an English-medium secondary school.

Ngā pātai

• What mātauranga Māori or mātauranga-ā-iwi/hapū do pouako think is appropriate and relevant when designing (with ākonga, whānau, iwi/hapū members) a localised integrated curriculum?
• What sorts of outcomes do pouako envisage when they integrate mātauranga Māori across subject areas (i.e., what are reasons for doing what they did)?
• How is the integration of mātauranga Māori achieved across and within subject areas such as te reo Māori, pūtaiao, tikanga-ā-iwi, ngā toi and hauora (inclusive of physical education)? 
• What is learned and understood about how mātauranga Māori, ā-iwi, ā-hapū can authentically be incorporated across traditional secondary subject areas?
• What effective learning and teaching opportunities does the incorporation of mātauranga Māori into an integrated curriculum offer Year 10 and Year 11 ākonga Māori?

He aha tēnei rangahau i hira ai? 

There has been a considerable shift in policy by the New Zealand Qualifications Authority (NZQA) and the Ministry of Education (MoE) to acknowledge mana ōrite mō te mātauranga Māori (MoE, 2020) in secondary schools in Aotearoa. Incorporating mātauranga Māori (Karaka-Clarke, T. H. 2022) into subject areas in a localised marau-ā-kura can be a challenging process (Henry, 2021; Mead, 2022; Ross, 2022). There is research available about the implementation of curriculum integration in New Zealand secondary schools (McDowall & Hipkins, 2019), however there is no research available regarding curriculum integration alongside incorporating mātauranga Māori across a purposefully designed programme. This project aims to bridge this gap by investigating how to implement a localised-integrated-curriculum that also privileges the use of relevant mātauranga Māori and kaupapa Māori in its design.

Te mahi ka mahia e mātou

We plan to: 

• document the experiences of ākonga, whānau, pouako and iwi/hapū members when integrating mātauranga Māori into a localised-integrated-curriculum at Years 10 and 11, and 
• draw on a mixed methods methodology to investigate the opportunities, highlights and challenges of incorporating localised mātauranga Māori into an integrated curriculum for ākonga Māori at Years 10 and 11 of an English-medium secondary school.

Ngā raraunga

Data collection methods will include surveys, video (i.e. Tiktok, instagram), wānanga observational notes, semi-structured individual or group interviews, and vloging or bloging notes. 

Te tātari

Ngā pou whakaaro (Heaton, 2023), a conceptual, theoretical, and analytical approach will be used as a framing, to conceptualise, analyse and (re)present narratives of experience from ākonga, whānau, pouako, iwi/hapū members.

Ngā taipitopito hoapā        

Ingoa: Sharyn Heaton

Īmera: [email protected]

Waea: 021597672