Week 11 Blog Post

Building on last week's mahi, the concept of Mātauranga Māori existing across the past, present, and future truly resonated with me. This understanding powerfully highlights the enduring relevance and significance of this knowledge system and provides a clear pathway for its effective integration into teaching and learning. As Science Hub (2023) articulated, knowledge from the past actively informs our present and will continue to shape our future. This dynamic knowledge system continually adapts to new contexts, scenarios, and challenges, fostering new discoveries and innovative practices (Varghese & Crawford, 2021, as cited in Science Hub, 2023). Knowledge passed down through generations gains new interpretations depending on its application (Science Hub, 2019), evolving organically over time.

Meaningfully incorporating Mātauranga Māori into education necessitates recognizing it as a distinct and complete system. While different knowledge systems can certainly complement one another, any attempt to assimilate one into another would be inappropriate. It is crucial to acknowledge and celebrate that "indigenous knowledge has a place in academia in its own right" (Da Silva, 2023, p. 2). While aspects of science, mathematics, and other disciplines are interwoven within Mātauranga Māori, these are simply threads within a much larger tapestry. A fundamental distinction between Mātauranga Māori and more Eurocentric knowledge systems lies in their inherent interconnectedness. Within Mātauranga Māori, there is a deep and dynamic relationship between the environment, people, and all facets of Māori culture (Science Hub, 2019). Mātauranga Māori operates as a kin-based system, emphasizing relationality and encompassing flora, fauna, the land (whenua), and the wider environment, all bound by whakapapa and genealogy.

This interconnectedness becomes evident when exploring Maramataka – the Māori lunar calendar. Maramataka transcends the mere marking of time; it intricately weaves together knowledge of agriculture, fishing, weather patterns, navigation, and well-being (hauora), illustrating the profound interconnectedness of all things. Delving into this depth with ākonga can illuminate their grasp of diverse concepts and the richness and complexity inherent in other knowledge systems. Furthermore, it affirms the inherent value and contemporary relevance of Mātauranga Māori.

Da Silva (2023) astutely summarizes several key points:

  • The prevailing emphasis on Western scientific knowledge can marginalize valuable alternative knowledge systems, potentially leading to the erosion of cultural identity.

  • The inclusion of indigenous knowledge can sometimes be superficial, merely integrated within the dominant Western framework rather than being valued and explored in its own right.

  • Leveraging local and indigenous knowledge has the power to broaden the worldview of ākonga, fostering a deeper understanding of their own perspectives as well.

  • Educational policy often favors the dominant culture, inadvertently suppressing minority groups and reinforcing existing power imbalances.

  • A curriculum that lacks connection to the local area or community can hinder ākonga engagement and comprehension, underscoring the critical importance of community input.

Despite systemic challenges, individual teachers who possess the necessary knowledge and resources hold the power to engage and motivate ākonga by thoughtfully incorporating indigenous knowledge into their practice.

Resources:


Da Silva, C., Pereira, F., & Amorim, J. (2023). The integration of indigenous knowledge in school: a systematic review. A Journal of Comparative and International Education. DOI: 10.1080/03057925.2023.2184200


Science Learning Hub – Pokapū Akoranga Pūtaiao. (2019). Mātauranga Māori. https://www.sciencelearn.org.nz/resources/2801-matauranga-maori 


Science Learning Hub – Pokapū Akoranga Pūtaiao. (2023). What is a knowledge system?. https://www.sciencelearn.org.nz/resources/3272-what-is-a-knowledge-system

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