1887
Volume 46, Issue 2
  • ISSN 0155-0640
  • E-ISSN: 1833-7139

Abstract

Abstract

This study explores teacher perspectives on a government policy that seeks to integrate Indigenous knowledge into mainstream foreign language education in New Zealand schools. Based on in-depth interviews, the study found that language teachers generally support this educational change because trans/languaging involving English and te reo Māori (the Māori language) has become an ordinary practice in their teaching and school lives. However, foreign language teachers expressed a need for discipline-specific materials and professional development to help them integrate mātauranga Māori (Indigenous knowledge of Māori) into their teaching. Their concerns can be understood as a lack of support in interpreting “what,” “how,” and “to what extent” the policy will be implemented. The study suggests using a decolonising approach to help teachers affirm the relevance of Indigenous knowledge in their discipline. It recommends that policymakers adopt a pluriversal stance to ensure that diverse knowledge systems can coexist and interact harmoniously rather than compete with one another in the new National Certificate of Educational Achievement (NCEA) curriculum.

Available under the CC BY-NC 4.0 license.
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2023-03-27
2024-02-27
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