Reflecting Māori Principles into Learning Design: Experiences of Migrant Educators at Universities in Tāmaki Makaurau Auckland

Abstract

Debates around culturally responsive and inclusive educational practices have intensified across the globe. In Aotearoa New Zealand, the need to understand how to integrate Māori principles into learning design has never been so critical. Grounded in critical theory and using an autoethnographic methodology, this article offers a critical reflection on the lived experiences of three migrant educators working in tertiary education in Aotearoa. The article explores how these educators navigate the complexities of embedding Māori principles in their educational practices, and their efforts to act as allies to indigenous knowledge. The article highlights practical ways for enacting the Māori concepts such as manaakitanga (care and support), whanaungatanga (relationships), and ako (reciprocal learning) through learning design, and how Māori principles can enhance learning environments by fostering social connectedness and holistic well-being. The perspectives of these educators on the integration of Māori principles are discussed through perceived opportunities and challenges at the micro (course and individual) and macro (institutional) levels. Overall, the article offers insights for curriculum indigenisation, with practical strategies for developing culturally responsive learning design practices and for ways of supporting non-indigenous educators to respectfully work with Māori principles. The article contributes to global efforts to decolonise curricula, highlighting the transformative potential of indigenous knowledge systems in higher education.