Learning from bicultural design
In Aotearoa New Zealand, growing research and classroom practice demonstrate that designing learning spaces where multiple knowledge systems can co-exist is not only effective for student engagement and achievement, but critical to creating meaningful and lasting educational transformation.
The Motueka school house
Early Māori were keen to learn but not at the expense of their language and culture. Literacy levels amongst Māori surpassed that of the European settlers due to attentiveness to tuition and strong memory skills.
Drawing by Sarah Greenwood (1809-1899).
Multiple knowledge systems
When we teach from multiple knowledge systems, like mātauranga Māori alongside Western science, we’re doing so much more than just expanding content. We are moving beyond a singular view of knowledge and showing that indigenous and local systems have equal value and complexity. We are also recognising that different cultures have rich and valid ways of understanding the world, developed through multimodal strategies. Sharing the learning from multicultural perspectives, we are building critical thinking by encouraging learners to compare, question and explore different systems that explain the same phenomena.
Kaiako have been integrating this learning throughout the curriculum in meaningful ways. Across the primary years, the learning is scaffolded to build on what students have already gained through a localised approach to the curriculum. Learning is not limited to local knowledge with kaiako incorporating learning from across the motu.
Dual knowledge systems
Depicting bicultural learning through visual metaphor – Ranginui and Papatūānuku's embrace and separation flows into cosmic imagery of the Big Bang, symbolizing how mātauranga Māori and Western science offer parallel yet distinct pathways to understanding creation, both valued equally in our learning environment.
Illustration of Papatūānuku embracing Ranginui, from the graphic novella, story by Rewi Spraggon, and artwork by Munro Te Whata. Courtesy of Kiwa Digital. Downloads available on Appstore for Apple or Google Play for Android.
Learning from a bicultural design
Bicultural design in learning environments recognises that students bring with them their cultural frameworks, which can enhance rather than hinder educational outcomes. This approach moves beyond simply accommodating different cultures to actively leveraging the cognitive advantages that emerge from having multiple cultural, knowledge systems.
People should know about other cultures because there are different ways of gaining knowledge.
Students operating between cultures develop perspective-taking abilities and flexible thinking patterns. Rather than viewing switching between different knowledge systems as a burden, bicultural design treats it as an asset, creating learning spaces where students can draw from multiple knowledge traditions and ways of knowing.
Kaiako Simone Marsters teaches and has taught in both reorua (bi-lingual) and auraki (English-medium) classrooms and incorporates learning from dual knowledge systems utilising bi-cultural design. Here, she shares a glimpse of this integrated approach in practice with tamariki from her auraki classroom.
An example of learning unfolded
When my akomanga auraki (English-medium class) recently re-engaged with a karakia waiata (incantation chant) they had learned previously, I wanted to gauge how well the tamariki understood its meaning and invited them to share their interpretations.
Karakia waiata – Te Tīmatatanga
Ākonga from Arataki School share a waiata karakia about the creation of the world.
Select here to view video transcript and copyright information.
This karakia waiata recounts the creation of the natural world from a te ao Māori perspective. It is performed as a waiata with accompanying actions that enhance the understanding. Tamariki learn about the creation story of Ranginui and Papatūānuku from early childhood as part of the commitment to Te Whāriki and Aotearoa histories curriculum. This waiata is an extension of that learning as it tells of the creation of from te pū or the source to tangata Māori or natural man.
Their responses were both insightful and reflective of the rich learning they have gained throughout their primary education. The students shared their understanding naturally as they spoke of Ranginui and Papatūānuku, who gave birth to the atua that serve as kaitiaki of our natural world and ecosystems. They demonstrated clear understanding that these beings initially lived in darkness, cramped and confined with no space to grow. The tamariki recognized how conflict emerged from this situation, leading to the pivotal moment when the children separated their parents, bringing light into the world and allowing life to flourish upon Papatūānuku.
It was clear that this rich understanding arose from te ao Māori knowledge and perspectives that had been meaningfully integrated into their localised curriculum, later enhanced and deepened through their exploration of the Aotearoa histories curriculum content.
Taking advantage of a breakthrough moment
What followed was a discussion about atoms combining to form molecules which then create all living things. Discussions about the Big Bang theory then followed with excited conversations sharing what they knew with those around them. These are the breakthrough moments – natural, unforced displays of knowledge and understanding, which confirm that by embracing multiple knowledge frameworks and systems, we cultivate a fuller, expansive and inclusive educational space.
I have known about Māori perspectives my whole (school) life and only just started learning about the Big Bang Theory.
Although I had not explicitly taught the Big Bang theory during this particular year, the cumulative and scaffolded learning experiences from previous years provided the foundation that enabled these rich discussions.
Big Bang theory and Māori origin stories
Ākonga and kaiako share learning experiences connecting Māori creation narratives with the the Big Bang theory.
Select here to view video transcript, questions for discussion and copyright information.
The ability to navigate between te ao Māori creation narratives and Western scientific theories demonstrates that integrating multiple knowledge systems does not create confusion or conflict, but rather develops critical, multi-dimensional thinkers. Their natural transition from discussing Ranginui and Papatūānuku to exploring the Big Bang theory reveals how different epistemologies can coexist and complement each other, each offering unique insights into understanding our world.
Learning from different knowledge systems helps you understand the truth in different ways.
This approach validates both knowledge traditions as legitimate ways of knowing, while empowering students to draw from multi educational resources. Most importantly, it shows that when we move beyond tokenistic inclusion toward genuine integration of mātauranga Māori, we create learning environments where all students can see themselves and their ways of understanding reflected and valued. These spontaneous, cross-cultural discussions represent the kind of educational outcomes that truly honour the bicultural foundation of Aotearoa New Zealand's education system.
Using dual knowledge systems – the Big Bang and Te Kore hosts the activity suite that arose from this student-led inquiry.
Examples of using co-existing knowledge systems
These articles show how kaiako and ākonga have used co-existing knowledge systems in their classrooms.
Teaching from multiple knowledge systems recognises and values the richness of different ways of knowing, enabling ākonga to engage with learning from cultural, scientific, historical and lived perspectives.
Case study: Kī-o-rahi tells how ākonga from Te Akau-ki-Pāpāmoa – driven by a strong personal and cultural interest in the game ki-o-rahi – led an inquiry into that integrated mātauranga Māori, historical inquiry, scientific thinking and future focused design.
Case study: Nature to the rescue! Wetland fibres versus oil! details how ākonga from Pāpāmoa Primary were inspired to investigate repo plants – using mātauranga Māori as a source of scientific insight.
Case study: Te hauora o Te Ara o Wairākei explores a student-led science inquiry into the health of Te Ara o Wairakei, a local kōawa. Ākonga from Pāpāmoa Primary investigated the environmental, cultural and ecological wellbeing of the waterway through mātauranga Māori and scientific practices.
Case study: Ngā tohu o te Maramataka – exploring lunar signs explains how ākonga from Te Akau ki Pāpāmoa kura in Tauranga inquired into the Maramataka tohu or signs, focusing on how they were observed and used in the present day.
Related content and activity ideas
Dr David Krofcheck explains how the universe as we know it came about in What is the Big Bang theory?
Mātauranga Māori and science do not seek to explain the world in the same way but together enrich our understanding of the world around us.
Watch the video, Mātauranga, science teaching and research in which Deputy Principal and researcher Nick Bryant explains how teaching mātauranga Māori alongside Western ontology can be achieved through bicultural co-design participatory approach.
Educator Chloe Stantiall used bicultural design to explore kōwhai mātauranga with her year 5–6 students.
Ngā rākau ❘ Trees is a bicultural unit that presents information in beautifully illustrated, easy to access formats within bilingual articles and reo Māori Word documents.