Teaching from multiple knowledge systems

Learning environments should accommodate learners who think, live or experience the world in different ways. Students bring with them their own lived experiences, identity, culture, family stories, beliefs and ways of understanding that shape how they learn. Teaching through multiple knowledge systems recognises this reality and uses it as a strength.

Teaching from multiple knowledge systems

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Kaiako Simone Marsters videos her students singing a karakia waiata.

Simone was able to build on her students’ knowledge and excitement to teach about the origins of the universe from te ao Māori and Western science perspectives.

Rights: The University of Waikato Te Whare Wānanga o Waikato 

Referencing Hub media

At its heart, working with dual or multiple knowledge systems means exploring more than one way of knowing about the same thing. Rather than presenting a single “correct” perspective, teachers open space for different explanations, cultural understandings, lived experiences and ways of interpreting the world to sit alongside one another. Students quickly recognise that knowledge is not one-dimensional and that learning is richer when viewpoints connect rather than compete.

Why is it important for learners?

When students engage with multiple knowledge systems, a shift beyond academic learning is possible. They learn to respect difference and form connections from different perspectives, people and cultures they might not otherwise have experienced or understand. There are positive impacts of students feeling their cultural identity as seen, heard and respected. It strengthens relationships in the classroom and positively supports inclusive practice.

Each learner brings unique whakaaro, stories and ways of making sense of the world. Using multiple knowledge systems gives students access to a broader range of knowledge, while also helping them understand where they themselves fit. They learn to adapt ideas into their own lives, rather than feeling they must replace one worldview with another.

Exposure to multiple knowledge systems supports different understandings of the living world, they can compare ideas and decide what feels right and effective for them. Seeing only one interpretation can limit understanding and even lead to misunderstandings. Seeing several perspectives allows students to make more informed, thoughtful choices about their learning.

Growing critical thinkers and problem solvers

Learning from co-existing knowledge systems strengthens critical thinking and creativity. Learners are encouraged to look deeper, not just at surface level. They compare sources, notice patterns and look for common threads across different explanations. They question, analyse and synthesise. Curiosity builds: the more they learn, the more they want to find out and the more confidently they can share knowledge with others.

Mā te pātai ka kōrero, mā te kōrero ka mārama, mā te mārama ka matau, mā te matau ka ora ai te iwi.

From curiosity comes discussion, from discussion comes understanding, from understanding come knowledge, from knowledge all things are possible.

As learners, we approach problems differently as to our own understanding. When we have multiple perspectives and draw from these, we have a greater chance at success in finding a solution. This collaborative exploration builds not only stronger thinking skills but builds on connection when learners describe feeling more bonded as a group when working together in exploring knowledge together.

Building respectful learning communities

A bicultural and multi-knowledge systems approach strengthens classroom culture. Students learn whakaute – respect for others and their understandings and manaaki, caring for others’ feelings and viewpoints. They come to see difference not as a barrier but as something valuable. Even when perspectives are unfamiliar, students appreciate having the opportunity to share and hear others. Relationships deepen as learners recognise both similarities and differences.

Trusting the process

For educators who feel unsure about using multiple knowledge systems and sources, the key message is to trust the process and the learners. At first, it can feel challenging for students to navigate more than one way of thinking but with time it becomes easier. As learners gain experience in collaboration, sharing and learning, they grow more confident in comparing ideas, digging deeper and forming their own understandings.

Teachers do no need to know everything to begin with. Being part of a learning community or school extends beyond the classroom. Bringing in those whose knowledge differs from our own exposes our learners to more than one way of understanding the world. This multi-faceted approach expands their thinking and what they can achieve in their learning.