What's new

Two secondary school teachers and their student share excerpts from a reflective conversation about how teachers can respond to the climate crisis through choices about what and how to teach. They suggest history teachers step outside traditional topics focused on political change. Instead, they argue for contexts that show how global forces of colonisation affect the ecology of local places and how iwi and hapū resist these changes. They say classroom learning is not enough on its own, and that wherever possible teachers and students should head into the field alongside mana whenua. In their view, when this learning is consolidated by place-based projects that centre an Indigenous kaupapa, students become more active agents of change with a deep connection to the whenua.

Why it matters in Aotearoa

The authors' approach suggests that EOTC could support Aotearoa New Zealand's histories and the social sciences, not only outdoor education and science, through learning in the field alongside mana whenua.

Putting it into practice

For a local histories unit, plan at least one field-based session at a site of significance, co-designed and led with mana whenua, and connect it to a student-led project.

How strong is the evidence

This is a reflective dialogue between practitioners and a student. It offers insight but is not empirical research.

What to read

The full item (Set 2024, no. 2, pp. 5–11).

Who it's for