This book presents the findings of a case study conducted in a Māori
medium school where a space was created for Pūtaiao (Western science)
teaching and learning from year 1 to 13. Science is currently taught in
Te Reo Māori in primary school and in English in secondary school, and
evidence suggests that students are engaging in science education,
learning to investigate, and achieving in science.
In New Zealand, most students attend English medium state schools;
however, approximately 15% of indegenous students attend Māori medium
schools. These schools are underpinned with Kura Kaupapa Māori
philosophy, which is culturally specific to Māori and aims to revitalise
the Māori language, and Māori knowledge and culture. Māori students'
engagement and achievement continues to be a challenge for both
mainstream and Māori medium schools, teachers and students due to lack
of access to science teachers who can teach in Te Reo Māori. School
leaders and whanau (families) believed that by year 9 (age 13) their
students had developed their identity as Māori, and were proficient in
Te Reo Māori. They wanted their students to have the option to learn
science, experience success and have the choice to conitnue in science,
so they made the difficult decision for science to be taught in English
in secondary school.
The book discusses how teachers in indigenous schools, who have
extensive knowledge of culture and context specific pedagogies, can gain
confidence to teach science through collaboration with and support from
researchers with whom they have developed strong professional
relationships.
