Week 11 - Mātauranga Māori and Indigenous Knowledge Systems

Building on from last week's mahi, I was particularly struck by the explanations around Mātauranga Māori existing in the past, present and future. This to me was a key way to highlight the ongoing relevance and importance of this knowledge system and how to effectively incorporate it into teaching and learning. Science Hub (2023) explained this as the knowledge from the past being used today and into the future. The knowledge system is continually being adapted to new contexts, scenarios and problems to allow for new discoveries and innovative ideas and practices (Varghese & Crawford, 2021, as cited in Science Hub, 2023). Knowledge passed down through generations and interpreted in different ways according to how you want to apply it (Science Hub, 2019), changing over time. 

Incorporating Mātauranga Māori into teaching and learning requires the understanding that it is a completely separate system to others and that while differing knowledge systems may compliment each other, there should not be an attempt to assimilate one into another. Acknowledging and celebrating that "indigenous knowledge has a place in academia in its own right" (Da Silva, 2023, p. 2). While there is certainly Science and Maths and other areas embedded within Mātauranga Māori, these are just aspects of it. The important distinction between Mātauranga Māori and other more Eurocentric knowledge systems, is the interrelatedness of everything in Mātauranga Māori. There is connection and interaction between the environment, each other and all the different aspects of Māoridom (Science Hub, 2019). Mātauranga Māori is a kin based system that is relational and includes flora, fauna, whenua and the wider environment. There is a whakapapa and genealogy that includes everything.

This interrelatedness can be seen when we investigate Maramataka - the Māori lunar calendar. Maramataka is not just related to the passing and marking of time, it incorporates information and knowledge about agriculture, fishing, weather, navigation and hauora. Signalling how everything is connected. Exploring this kind of depth with ākonga can highlight not only their understanding of different concepts, but also the diversity and complexity of other knowledge systems. It also highlights the status of Mātauranga Māori and positions it as unique but relevant.

Da Silva (2023) Summary:

  • There is an emphasis on Western scientific knowledge that can marginalise other knowledge systems. This can lead to the loss of cultural identity. 
  • The inclusion of indigenous knowledge can sometimes seem 'symbolic' and is just integrated within the Western knowledge system rather than being viewed in its own right. 
  •  Using local or indigenous knowledge can broaden the worldview of ākonga, also helping them to understand their own worldview.
  • Educational policy generally favours the dominant culture, further suppressing minority groups and enhancing what might be an already established power imbalance. 
  • If the curriculum doesn't relate to the local area or community then ākonga may struggle to understand and engage. Community input is fundamental.
  • Teachers as individuals, however, can engage and motivate ākonga by incorporating indigenous knowledge if they have the knowledge and resources.
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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