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Reflecting on our own learning: incorporating diverse worldviews into teaching and learning activities.


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The teacher’s experience is frequently overlooked as a source of useful data on teaching practice. Nelson (2003, p. 85) points out that “every class is potentially an experiment from which the data are either discarded or never gathered.” This paper presents two academics’ reflections on the impact of their training in te reo Maori and tikanga Maori on their teaching activities.
To reflect on academics’ learning of Maori language and culture in order to design teaching and learning activities that incorporate Maori language and the Maori worldview.
The paper uses three of Brookfield’s (1998) four lenses of reflection on teaching practice.
The first academic considered it was important to enable students to adequately explore the worldviews of the diverse stakeholders they will design products for in future and to test students on their understanding of these in order to satisfy cultural aspects of the graduate profile outcomes. The second academic found benefits of the use of Maori language in class in creating an atmosphere reflective of the principles of the Treaty of Waitangi. Each academic found something to learn from the other’s work.
Adding the Maori language and worldview enables the classroom to better reflect New Zealand’s bi-cultural environment and student projects to better meet the needs of diverse stakeholder groups, and also explicitly addresses the cultural aspects of the graduate profile.

Item Type: Paper presented at a conference, workshop or other event, and published in the proceedings
Uncontrolled Keywords: Diversity, inclusive learning, tikanga Maori
Subjects: L Education > LB Theory and practice of education > LB1028 Education Research
T Technology > TQ Biomedical technology
Divisions: Schools > Centre for Engineering and Industrial Design
Depositing User: Mohammad Al-Rawi
Date Deposited: 19 Nov 2018 19:51
Last Modified: 21 Jul 2023 07:39

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