Week 10 Blog Post

Fazey et al. (2020) states that knowledge systems are the practices and structures that determine how knowledge is produced, shared, and used. Knowledge systems can help with the shaping of society and in the management of resources but they can also be restrictive if adhered to too closely which might limit creative responses to problems (Fazey et al,. 2020).

Accepted and dominant knowledge systems may reinforce current “existing social, economic and political forms of power” (Fazey et al,. 2020, p. 9). This may preserve the existing western-based knowledge system and cause intolerance towards other diverse systems (Durie, 2005). 


Durie (2005) explains that “science has become a dominant global knowledge system” (p. 305). Other knowledge systems that do not adhere to prescribed scientific principles can be “afforded lesser status” (p. 305) or can be judged or justified through scientific principles rather than as a distinct body of knowledge. 

Indigenous knowledge systems can be utilised when there is an acceptance that they are different from other knowledge systems but that there is value in using aspects from differing knowledge systems to generate and benefit new learning. Durie (2005) describes “an increasing number of indigenous researchers” who innovatively use science and indigenous knowledge rather than “seeking to prove the superiority of one system over another” (p. 306). 

Mātauranga Māori has a past, a present and a future (Mead, 2020). It embodies the understanding that everything is connected and everything will whakapapa back to ancestors and ultimately to Ranginui and Papatuanuku (Hikuroa, 2017). Mātauranga Māori includes Māori knowledge, Māori world view, Māori perspective, Māori tikanga, culture, and language. Integrating Mātauranga Māori into teaching and learning necessitates recognizing it as a distinct and complete knowledge system. While various knowledge systems may offer complementary perspectives, it's crucial to avoid assimilating one into another, instead acknowledging and valuing the unique and valid place of indigenous knowledge within academic settings (Da Silva et al., 2023). While elements of Science, Maths, and other disciplines are inherent within Mātauranga Māori, they represent only a fraction of its comprehensive scope. A key distinction lies in the fundamental interconnectedness of all aspects within Mātauranga Māori. It emphasizes the intrinsic relationships and interactions between people, the environment, and the diverse elements of Te Ao Māori (Science Hub, 2019). Ultimately, Mātauranga Māori operates as a relational, kin-based system that encompasses flora, fauna, the land, and the broader environment.

 

Exploring Maramataka, the Māori lunar calendar, within educational settings offers a powerful lens for ākonga to understand and appreciate the inherent interconnectedness of the world. Far beyond a simple system for tracking time, Maramataka intricately weaves together knowledge of agriculture, fishing, weather patterns, navigation techniques, and hauora, demonstrating the profound interconnectedness of all things. Delving into this depth with ākonga can illuminate not only their grasp of diverse concepts but also the richness and complexity of indigenous knowledge systems. Furthermore, it affirms the distinct status and enduring relevance of Mātauranga Māori in today's world. My knowledge of Maramataka is very raw, but there are schools within my region that I am keen to visit and explore how they are authentically integrating this Mātauranga Māori into their kura and to see the positive impact it is having. 



References:


Durie, M. (2005). Indigenous Knowledge Within a Global Knowledge System. High Educ Policy 18, 301–312. https://doi.org/10.1057/palgrave.hep.8300092 


Fazey, I., Schäpke, N., Caniglia, G., Hodgson, A., Kendrick, I., Lyon, C., Page, G., Patterson, J., Riedy, C., Strasser, T., Verveen, S., Adams, D., Goldstein, B., Klaes, M., Leicester, G., Linyard, A., McCurdy, A., Ryan, P., Sharpe, B., . . . Young, H. R. (2020). Transforming knowledge systems for life on Earth: Visions of future systems and how to get there. Energy Research & Social Science, 70, 101724. https://doi.org/10.1016/j.erss.2020.101724 


Hikuroa, D. (2017). Mātauranga Māori—the ūkaipō of knowledge in New Zealand, Journal of the Royal Society of New Zealand, 47:1, 5-10, DOI: 10.1080/03036758.2016.1252407 


Mead, H. (June 19, 2022). Understanding Mātauranga Māori. E-Tangata.

https://e-tangata.co.nz/comment-and-analysis/understanding-matauranga-maori/

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