Examining the rourou: Exploring Pākehā educators' preparedness for and practices in teaching Māori texts in the english classroom

Abstract

This research investigates the ways in which Pākehā English teachers in English-medium secondary schools teach Māori texts. English teachers in Aotearoa New Zealand are increasingly teaching Māori-authored and Māori-focused texts as the education system grapples with addressing centuries of inequitable practices and outcomes for Māori ākonga. Research supports culturally responsive teaching and learning practices in improving student success and wellbeing, and the sector has been making strides in incorporating mātauranga Māori in many areas of the curriculum. However, scholarship has not yet adequately interrogated how teachers in secondary English classrooms, the majority of whom are Pākehā women, engage with Māori texts. This is especially crucial in the wake of significant changes to the English curriculum which now mandates the teaching of Māori-authored texts in Years 7 through 10. This research bridges that gap, illustrating Pākehā teacher perspectives, views, barriers, and enablers when teaching Māori texts. This is achieved through semi-structured interviews with six teachers, and a thematic analysis of their shared stories, which are presented as narrative case studies. The findings highlight the need for stronger structural support for teachers when teaching Māori texts. This includes more robust preparation in Initial Teacher Education, opportunities for professional collaboration, and the development of reflexive teaching practices. Teachers also described vulnerability and resilience as important elements of culturally responsive practice. The findings offer insights for educators to support their own reflexive practice and highlight potential systemic changes needed within Initial Teacher Education and Ministry of Education subject support to better prepare current and future non-Māori English teachers to work confidently with Māori texts.