title: Weaving Mātauranga Māori into climate change education with primary school students in New Zealand

authors: Jackson, Ryan

abstract: This thesis explores the integration of Indigenous knowledge, specifically mātauranga Māori, into climate change education for primary school children in Aotearoa (New Zealand). It engages with pūrākau (verbal narratives that encode knowledge) gifted by the local hapū (Rangitāne sub-tribe) to a kura (school). The study contributes to the growing body of research that addresses a gap in research and teaching practice, which, despite global calls for action, remains inconsistent in teaching at this age level or lacks direct curriculum guidance in Aotearoa.

The main question for this study was: In what ways can Rangitāne pūrākau engage and further the understanding of Year five and six ākonga (learners) in learning about climate change within a kura in the lower North Island of Aotearoa?

This research used a mix of different research methods to explore this question. A learning intervention wove a pūrākau, climate change concepts and kai (food) together to create a ten-week learning programme. This learning intervention was then implemented by a kaiako (teacher) with a group of 21 Year five and six ākonga. Data were collected using pre- and post-tests to assess what students learned during the learning intervention, a group interview with the ākonga to hear their voices in the study, and an interview with their kaiako to gain insights into how engaged the ākonga were, their opinion on their understandings, and how aspects of the intervention went.

Analysis of the findings shows that the use of pūrākau and other forms of mātauranga Māori helped ākonga connect deeply with the material, which contributed positively to their engagement and to them gaining a sound understanding of complex climate change concepts. The research suggests that presenting scientific information through a familiar cultural lens contributed to making the topic less confusing and easier for the ākonga to grasp. This approach not only helped to improve their understanding but also enhanced the mana of ākonga Māori and their connection to the whenua (the land).

This research has several main implications. The findings provide evidence that incorporating Indigenous knowledge has wider educational benefits in climate change education, supporting the body of research that states what works well for ākonga Māori works well for all learners. The research also highlighted the importance of the concept of ako, literally meaning ‘to teach and learn,’ as the kaiako showed strength in being able to learn alongside ākonga. The thesis supports the use of Indigenous knowledge systems such as pūrākau alongside Western knowledge systems to develop holistic learning experiences. A recommendation from this thesis is to further explore the development of a climate change education model, relevant to the context of Aotearoa, which would centralise Indigenous knowledge. This could be modelled in the form of a waka hourua (double hulled ocean voyaging canoe) with the tohunga (knowledge holder and expert) on board signifying the use of Indigenous knowledge systems, with narratives such as pūrākau, playing a part in climate change education.

text: Weaving Mātauranga Māori into climate change education with primary school students in New Zealand This thesis explores the integration of Indigenous knowledge, specifically mātauranga Māori, into climate change education for primary school children in Aotearoa (New Zealand). It engages with pūrākau (verbal narratives that encode knowledge) gifted by the local hapū (Rangitāne sub-tribe) to a kura (school). The study contributes to the growing body of research that addresses a gap in research and teaching practice, which, despite global calls for action, remains inconsistent in teaching at this age level or lacks direct curriculum guidance in Aotearoa.

The main question for this study was: In what ways can Rangitāne pūrākau engage and further the understanding of Year five and six ākonga (learners) in learning about climate change within a kura in the lower North Island of Aotearoa?

This research used a mix of different research methods to explore this question. A learning intervention wove a pūrākau, climate change concepts and kai (food) together to create a ten-week learning programme. This learning intervention was then implemented by a kaiako (teacher) with a group of 21 Year five and six ākonga. Data were collected using pre- and post-tests to assess what students learned during the learning intervention, a group interview with the ākonga to hear their voices in the study, and an interview with their kaiako to gain insights into how engaged the ākonga were, their opinion on their understandings, and how aspects of the intervention went.

Analysis of the findings shows that the use of pūrākau and other forms of mātauranga Māori helped ākonga connect deeply with the material, which contributed positively to their engagement and to them gaining a sound understanding of complex climate change concepts. The research suggests that presenting scientific information through a familiar cultural lens contributed to making the topic less confusing and easier for the ākonga to grasp. This approach not only helped to improve their understanding but also enhanced the mana of ākonga Māori and their connection to the whenua (the land).

This research has several main implications. The findings provide evidence that incorporating Indigenous knowledge has wider educational benefits in climate change education, supporting the body of research that states what works well for ākonga Māori works well for all learners. The research also highlighted the importance of the concept of ako, literally meaning ‘to teach and learn,’ as the kaiako showed strength in being able to learn alongside ākonga. The thesis supports the use of Indigenous knowledge systems such as pūrākau alongside Western knowledge systems to develop holistic learning experiences. A recommendation from this thesis is to further explore the development of a climate change education model, relevant to the context of Aotearoa, which would centralise Indigenous knowledge. This could be modelled in the form of a waka hourua (double hulled ocean voyaging canoe) with the tohunga (knowledge holder and expert) on board signifying the use of Indigenous knowledge systems, with narratives such as pūrākau, playing a part in climate change education.

year: 2025

title: Dis-lodging literature from English: Challenging linguistic hegemonies

authors: Locke, Terry

subjects: literature

abstract: This paper problematises the location of literature "teaching" within the English (L1) curriculum, as is the case in New Zealand and other settings. It defamiliarises this arrangement by drawing attention to official New Zealand policies of biculturalism and to the increasing cultural and linguistic diversity in many New Zealand classrooms. It identifies a number of social justice issues arising from the current arrangement, and also raises issues in respect of educational policy and ways in which canonical subjects become constructed in practice. It then discusses ways in which a new qualifications template developed at the University of Waikato might provide a vehicle for establishing a new arrangement, in terms of which literature study is dislodged from English and reshaped as a course of study entitled Literature in Society. It indicates ways in which Comparative Literature, as a predominantly university-constituted discipline, might contribute to the theorisation of this new arrangement.

text: Dis-lodging literature from English: Challenging linguistic hegemonies This paper problematises the location of literature "teaching" within the English (L1) curriculum, as is the case in New Zealand and other settings. It defamiliarises this arrangement by drawing attention to official New Zealand policies of biculturalism and to the increasing cultural and linguistic diversity in many New Zealand classrooms. It identifies a number of social justice issues arising from the current arrangement, and also raises issues in respect of educational policy and ways in which canonical subjects become constructed in practice. It then discusses ways in which a new qualifications template developed at the University of Waikato might provide a vehicle for establishing a new arrangement, in terms of which literature study is dislodged from English and reshaped as a course of study entitled Literature in Society. It indicates ways in which Comparative Literature, as a predominantly university-constituted discipline, might contribute to the theorisation of this new arrangement.

year: 2004-05-01

title: Notes on the hydrology of the Waikato River

authors: Ridall, G.T.

subjects: Waikato river

abstract: The catchment area of the Waikato River is 5,500 square miles. If its source is accepted as being the Upper Waikato, then its distance to the sea at Port Waikato including its journey through Lake Taupo is 266 miles. It rises, together with the Whangaehu, the Rangitikei and the Wanganui, between the volcanic region of Ruapehu 9,000 ft. above sea level and the Kaimanawa Ranges 5,000 ft. above sea level.
The river flows northwards for 34 miles into Lake Taupo, losing its identity into the Tongariro for the last 26 miles to the lake. It emerges from Lake Taupo resuming its proper name and, still flowing northwards, passes for more than 100 miles through a series of lakes formed by hydroelectric dams to Cambridge. From here it continues through a deeply incised channel to Ngaruawahia where it is joined by its major tributary, the Waipa River. From Ngaruawahia to the mouth, a distance of 60 miles, shallow lakes and peat swamps predominate on both sides of the river, many of them protected and drained and developed into rich dairy farms. From Mercer, 35 miles downstream of Ngaruawahia, where slight tidal effects are discernable at low flows, the river changes its general northerly direction to a westerly one and, still 9 miles from the mouth, enters the delta. Here it is fragmented into many channels before emptying into the broad expanse of Maioro Bay and finally emerges by two fairly narrow channels into the sea on the west coast, 25 miles south of Manukau Heads.

text: Notes on the hydrology of the Waikato River The catchment area of the Waikato River is 5,500 square miles. If its source is accepted as being the Upper Waikato, then its distance to the sea at Port Waikato including its journey through Lake Taupo is 266 miles. It rises, together with the Whangaehu, the Rangitikei and the Wanganui, between the volcanic region of Ruapehu 9,000 ft. above sea level and the Kaimanawa Ranges 5,000 ft. above sea level.
The river flows northwards for 34 miles into Lake Taupo, losing its identity into the Tongariro for the last 26 miles to the lake. It emerges from Lake Taupo resuming its proper name and, still flowing northwards, passes for more than 100 miles through a series of lakes formed by hydroelectric dams to Cambridge. From here it continues through a deeply incised channel to Ngaruawahia where it is joined by its major tributary, the Waipa River. From Ngaruawahia to the mouth, a distance of 60 miles, shallow lakes and peat swamps predominate on both sides of the river, many of them protected and drained and developed into rich dairy farms. From Mercer, 35 miles downstream of Ngaruawahia, where slight tidal effects are discernable at low flows, the river changes its general northerly direction to a westerly one and, still 9 miles from the mouth, enters the delta. Here it is fragmented into many channels before emptying into the broad expanse of Maioro Bay and finally emerges by two fairly narrow channels into the sea on the west coast, 25 miles south of Manukau Heads.

year: 1967