In response to a pressing call for equity and cultural integrity in education, this research critically examines the pivotal question of how Tangata Tiriti can authentically and appropriately weave mātauranga Māori into Outdoor Education. The justification for this study is driven by the need for Māori perspectives within outdoor education in Aotearoa New Zealand, as well as the historically dominant Eurocentric model of outdoor education. As a Tangata Tiriti outdoor educator deeply rooted in the New Zealand education system, I navigate the complexities of the Te Tiriti o Waitangi partnership, exploring the whakaaro (insights) of
both Māori and non-Māori kaiako (educators) to identify strategies for the organic embedding of mātauranga Māori.

Drawing on the insights shared by participants, this study highlights the significance of undertaking an identity haerenga (journey) to establish Pākehā tūrangawaewae (a place to stand) through hononga ki te whenua (connection to the land). Pedagogical strategies such as whanaungatanga, ako (reciprocal learning), and cultural responsiveness will assist kaiako to explore the unique potential of Outdoor Education as the vehicle to drive mana ōrite (equity)
for Māori in education.

These findings highlight that because Pākehā cultural identity holds hegemonic and persuasive power, Tangata Tiriti educators have a responsibility to actively decolonise outdoor education. We should endeavour to establish authentic relationships with ākonga, and Māori communities based on mutual respect and a willingness to learn through engagement with te reo Māori and te ao Māori cultural frameworks. The research thus calls for a transition to equitable and meaningful partnerships under Te Tiriti o Waitangi, resulting in Outdoor Education taking on a greater responsibility to better reflect the diverse cultural landscape of Aotearoa New Zealand.