Equal status for mātauranga Māori in NCEA : perceptions of non-Māori teachers : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Māori Education at Te Kunenga ki Pūrehuroa Massey University, Manawatū, Aotearoa New Zealand
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2024
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Massey University
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Using a constructivist grounded theory approach, this thesis explores the perceptions of non-Māori teachers about NCEA Change 2: Mana ōrite te mātauranga Māori/Equal status for mātauranga Māori in NCEA. Data were gathered via individual, semi-structured, in-depth qualitative interviews with seven non-Māori teachers of NCEA from across Aotearoa New Zealand. The findings show that non-Māori teachers of NCEA generally do not ascribe mātauranga Māori the same value as the Western body of knowledge, the implementation of NCEA Change 2 has been under communicated and under-resourced by the Ministry of Education resulting in poorly prepared and resourced non-Māori teachers who are therefore prioritising the other NCEA Changes, and non-Māori teachers of NCEA generally feel insecure in their role of Treaty partner. These barriers contribute to a lack of action to meaningfully implement NCEA Change 2 despite declaring support for the reform. Participants, while expressing their willingness to enact NCEA Change 2, also exhibit signs of hesitancy, reluctance, and fear about fully committing to implementation of the policy. This thesis proposes that this is in part because the mandating of Change 2 has challenged their identity as teachers of NCEA and their partnership with Te Tiriti o Waitangi. Consideration as to the pathway forward is discussed.