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Indigenous Knowledge Systems in Aotearoa-New Zealand and the Development of the Māori Technology Curriculum

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Indigenous Technology Knowledge Systems

Part of the book series: Contemporary Issues in Technology Education ((CITE))

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Abstract

Eurocentric hegemonic policy directives in the early 1990s, during the inaugural development of the Māori-medium Technology curriculum (Marautanga Hangarau) (Ministry of Education, Hangarau i roto i te Marautanga o Aotearoa. Learning Media, 1999) for schooling required it to be a translation of the English-medium version. The ongoing tension resulting from this requirement has been problematic in several ways. While linguistic rights were recognised in the 1990s (Trinick and May, Current Issues in Language Planning 14:457–473, 2013), the Māori-medium sector had minimal authority to determine structure and content. This impacted how the nature of the Māori-medium version was considered in curriculum for the next 30 years. The Ministry of Education as the representatives of the state determined what was important for students in Māori-medium to learn, not the Māori-medium community. This lack of recognition of the Māori-medium communities’ role in determining what was in the best interest of their community undermined and conflicted with three key goals of Māori-medium education which include striving for self-determination and the revitalisation of Māori knowledge alongside the language. This chapter examines the tensions in the development and nature of the Marautanga Hangarau, and the implications of the relationship between the role of a national curriculum and localised curriculum, in particular place-based indigenous knowledge (Trinick and Heaton, Language, Culture and Curriculum 34:273–287, 2020).

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Authors and Affiliations

  1. University of Auckland—Waipapa Taumata Rau, Auckland, New Zealand

    Ruth Lemon, Tony Trinick & Kerry Lee

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  2. Tony Trinick
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Correspondence to Ruth Lemon .

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  1. University of South Africa, Pretoria, South Africa

    Mishack T. Gumbo

  2. School of Education, Curtin University, Perth, WA, Australia

    P. John Williams

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Lemon, R., Trinick, T., Lee, K. (2023). Indigenous Knowledge Systems in Aotearoa-New Zealand and the Development of the Māori Technology Curriculum. In: Gumbo, M.T., Williams, P.J. (eds) Indigenous Technology Knowledge Systems. Contemporary Issues in Technology Education. Springer, Singapore. https://doi.org/10.1007/978-981-99-1396-1_11

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