Report2017–2026 update
Ngā whakaaro o ngā ākonga: perspectives and experiences of Māori students in outdoor education in Aotearoa New Zealand
Māori students in one secondary school outdoor education programme valued shared experiences and relationships, and making connections with Te Ao Māori through experience, stories of places and history. Affordability, the influence of friends and whānau, and prioritising educational pathways made engaging Māori in outdoor education complex.
What's new
This master's thesis (University of Waikato, 2018) used a culturally responsive research methodology. It ran focus groups with Māori students in a secondary school outdoor education programme and analysed the data thematically. Four major themes emerged. First, shared experience and relationships are important to positive experiences of outdoor education. Second, outdoor education's distinctive practices make learning enjoyable and engaging. Third, students value making connections with Te Ao Māori through experience, stories of places and history. Fourth, engaging Māori in outdoor education is complex, with factors including affordability, the influence of friends and whānau, and prioritising educational pathways. The thesis notes that outdoor education in Aotearoa New Zealand has been heavily influenced by Eurocentric values and practices. It argues that Māori perspectives and Te Ao Māori pedagogies are vital to an inclusive Aotearoa expression of outdoor education.
Why it matters in Aotearoa
The thesis responds to calls for more research into Māori people's experiences of outdoor education programmes. It puts Māori students' own perspectives at the centre. For coordinators, it offers students' views on what makes outdoor education positive for them and on the factors that complicate participation.
Putting it into practice
When planning a senior outdoor education course, consider the Te Ao Māori learning contexts the thesis suggests, such as waka ama, noho marae and mahinga kai. Consider pedagogical principles from Te Ao Māori, such as wānanga, whanaungatanga and tauira. Develop connections within the community, and look at affordability for whānau.
How strong is the evidence
A qualitative master's thesis based on focus groups with Māori students in one secondary school programme. The findings describe students' perspectives and experiences and do not measure outcomes. They may not apply to every school.
What to read
The four themes from the focus groups and the suggestions for practice, including the Te Ao Māori pedagogical principles.