Reo and mātauranga Māori revitalisation: Learning visions for the future

Abstract

Te reo and mātauranga Māori are linked to a distinctive Māori identity and ways of being in the world. With the majority of Māori students enrolled in English-medium schools, we face the national challenge of how to affirm and promote reo and mātauranga Māori as part of the “everyday” in educational and community life, now and in the future. This article illustrates how educators in English-medium settings can deliberately affirm, support, and promote reo and mātauranga Māori in their learning processes and programmes. This is illustrated through an imaginative 2040 scenario for reo and mātauranga Māori learning in an English-medium school. While fictitious, the scenario is underpinned by our kaupapa Māori research findings, and the future-building ideas of educationalist Keri Facer. The 2040 scenario presents an ideal picture of what a holistic and “culturally responsive” English-medium school system can be. We encourage you to seriously consider the implications of this scenario, and how your school and community can be proactive supporters of reo and mātauranga revitalisation efforts by affirming ngā moemoeā (whānau aspirations), rangatiratanga (whānau authority and autonomy), and te reo rangatira (learning and maintenance of reo Māori). Our future vision is that intergenerational use of reo and mātauranga Māori positively contribute to Māori educational wellbeing. In this vision, the education system’s role will not be alone in the centre; rather, it will be linked to a host of community of players that are committed to seeing reo and mātauranga Māori survive and thrive evermore.

“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

“…They highlighted six principles that were important to Māori educational success: Treaty of Waitangi, Māori potential approach, identity, language and culture, ako (learning) and productive partnerships. These findings align closely with other published literature (Doherty, 2009; Duckworth et al, 2021; Hotere-Barnes et al, 2014; Macfarlane et al, 2014).…”

“…The authors suggested that schools need to focus on connecting to place, promote whanaungatanga, take a multidisciplinary approach to teaching and learning, and to explore realistic gauges of success. The schools in this study display many of the characteristics described in the scenario by Hotere-Barnes et al (2014) such as a commitment to Te Ao Māori and mātauranga Māori in the school environment alongside being community and student-focused.…”

“…In a project forecasting a culturally responsive future education system, the whānau-led projects of Hotere- Barnes et al (2014) found that both whānau aspirations, authority and autonomy, and the learning and maintenance of te reo Māori should be embedded in learning for educational wellbeing. They enhance not only te reo Māori, but mātauranga Māori as well.…”