Indigenisation of conservation education in New Zealand
Kiri R. Reihana
A B F , Priscilla M. Wehi A C , Nichola Harcourt A , Pam Booth A , Joanne M. Murray D and Mina Pomare-Pieta D
+ Author Affiliations
- Author Affiliations
A Manaaki Whenua Landcare Research, 54 Gerald Street, Lincoln, New Zealand.
B Present address: University of Waikato, School of Science, Private Bag 3105, Hamilton 3240, New Zealand.
C Te Pūnaha Matatini Centre for Complex Systems, University of Auckland, Auckland, New Zealand.
D Te Aho Tū Roa, Toimata Foundation, 293 Grey Street, Hamilton East, Hamilton 3216, New Zealand.
E Te Kura Taumata o Panguru, 2178 West Coast Road, KohuKohu, Northland, New Zealand.
F Corresponding author. Email: kiri@taiao-ora.solutions
Pacific Conservation Biology 27(4) 493-504 https://doi.org/10.1071/PC20060
Submitted: 3 August 2020 Accepted: 28 February 2021 Published: 6 April 2021
Journal Compilation © CSIRO 2021 Open Access CC BY-NC
Abstract
Indigenous Māori youth struggle to connect with science delivered in a Eurocentric model of education in Aotearoa, New Zealand. In transforming conservation biology through Indigenous perspectives, we asked whether Māori knowledge-based resources and traditional schooling (wānanga) methodologies increased the connection of Māori youth (rangatahi) to conservation science. We collaborated with a Māori environmental science body to run a culturally based environmental program (noho taiao) attended by 70 youth from three Māori-centric schools. We undertook surveys to assess baseline scientific understanding and to gauge how their understanding of the Māori-based conservation principles we introduced shifted over the course of the program. We developed a bilingual gaming app to introduce basic environmental concepts from both cultural perspectives, measuring its impact on knowledge retention for these students, and others at a Eurocentric school. Indigenous contexts for conservation learning markedly increased uptake of knowledge content, and enthusiasm for conservation concepts. After the program, Māori students reported that science was more accessible and relevant. Gaming as an educational medium was successful in engaging youth generally, but students primed by experiential learning from Indigenous perspectives had increased knowledge gained. Enabling rangatahi to explore place-based learning within a relevant cultural context allowed them to understand their duty of care to the environment (te taiao). Utilising Māori engagement mediums and mentors that resonate with youth are key to encouraging more Māori youth into conservation science. Therefore, empowering youth to draw from Indigenous ways of knowing, being and doing can create a step-change in science participation and leadership.
Keywords: Indigenous peoples, Indigenous youth, kaitiakitanga, kaupapa Māori, mātauranga, place-based education, traditional ecological knowledge.
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