What happens when people become critically aware of our local Māori and colonial histories? How does this awareness impact on our own sense of self, and connection to place? How might this awareness influence our responses as active citizens in our democracy? Responses to these questions are far-reaching and complex. Research can provide important reference points to help chart this complexity in deliberate, critical and thoughtful ways.
Just one year into implementation of the new histories curriculum, the Education Review Office (ERO) expressed concerns that “teachers are often interpreting ANZ Histories as the history of their immediate area, and Māori history”, leading to “a lack of focus” on broader national and global histories. The report concludes that schools could be helped by “making the national curriculum more explicit and providing more ‘can be used off the shelf’ content” (ERO, 2024, p. 10).
We wonder about this rush to conclusions and proposed solutions so early in the implementation process. In the past, little emphasis has been given to teaching localised colonial histories - including local Māori histories - in many schools (Harcourt, 2020). Previous research on curriculum implementation tells us that schools will often start with the newer aspects of a new curriculum. Focusing first on what’s new can be engaging for teachers and help connect to the bigger picture of the curriculum change.
Our team of Māori and non-Māori educational researchers is also researching how schools are approaching the new curriculum and putting it into practice. Our three-year project examines the aspirations, implementation (supports and barriers) and impacts of Aotearoa New Zealand’s histories and Te Takanga o te Wā. Working with schools in English and dual medium settings, we want to share what we’re learning as we go.
Three key themes we’ve noticed (so far)
Excitement and positivity
School and kura are at different stages of implementing the histories curriculum, but everyone we have interviewed is enthusiastic about the new content. ERO found this too, with 9 out of 10 teachers they surveyed saying they were enjoying teaching ANZ histories (ERO, 2024, p. 6)
In the schools we work with, some kaiako and teachers see the curriculum as reinforcing and validating their current teaching and learning values and strengthening the localised curriculum their schools have been developing for some time.
Some have talked about how teaching local histories can strengthen existing initiatives – like those designed to support student wellbeing, or strengthen connections to places and communities. Others have talked about how the curriculum and marau can foster belonging and participation of all students and staff.
Whānau, hapū and iwi are strategic partners
Schools recognise that whānau, hapū and iwi are vital collaborators in shaping their curriculum. They see that connecting with tangata whenua world views support learners of all cultures to share a sense of personal connection to their shared place. There is concerted effort by schools to meet and work with tangata whenua. Different contexts shape the relations between schools, kura and tangata whenua, but all are taking active steps to prioritise tangata whenua narratives in their teaching and learning.
Building and sustaining these relationships takes time and trust. Many teachers and school leaders we are working with understand that, and are comfortable with taking time to nurture these relationships.
Schools are asking deep questions
Some of the schools we are working with are asking themselves how they can:
- sustain positivity in the face of uncertainty or outright resistance and racism towards teaching our histories
- ensure their relationships with tangata whenua are not short-term, fragmented, transactional or “one-off”
- access local histories, and what responsibilities this involves i.e. what information should be shared or not, and when? Whose knowledges and interpretations are privileged or not, and why?
Why these ideas matter
Taken together, these ideas highlight the need to carefully consider the challenges that lie ahead of schools and kura as they go about teaching their local histories while tempering the urge to grasp for ready-made solutions that may not hit the mark.
The way our histories are taught is exciting, tricky and for some, uncertain. The questions schools face are big, and beg complex answers that have to be worked through in context, with a mix of caution and urgency. There are no quick solutions, but there is scope to share what we’re learning as we go.
An unhurried histories curriculum balances urgency with care. Slowing down can speed up the quality of what is taught and how. It helps to ensure we take the time to learn from past mistakes, and amplify the potential of responsible citizenship in this place we all call home.
References
Cowie et al., (2009) Curriculum Implementation Exploratory Studies. Wellington, Ministry of Education.
Education Review Office (2024). Teaching Histories: Implementation of Aotearoa New Zealand’s Histories and the refreshed Social Sciences learning area. Wellington, ERO
Harcourt, Michael (2020). Teaching and learning New Zealand's difficult history of colonisation in secondary school contexts. Open Access Te Herenga Waka-Victoria University of Wellington. Thesis. https://doi.org/10.26686/wgtn.17148218
Dr Alex Barnes is an educational researcher, evaluator, and facilitator with interests in Te Tiriti o Waitangi and educational wellbeing.
Rachel Bolstad is a Kaihautū rangahau at NZCER. They are part of the team working on this project exploring how schools are localising their histories curriculum.