Palmer 2023 Maramataka M_ori Embedding Indigenous Knowledge(s) in Education

Therefore, the focus of this research project is to explore the kōrero from Indigenous scholars and maramataka experts on the challenges and collective concerns, as well as methods and suggestions from both sides of the debate, and to share my own whakaaro and findings. [...] This is a discussion that is being had by many leading tohunga of Māori astronomy as a part of the uprise in Indigeneity revolution and in preparation for the emergence of te ao Māori in the education of our rangatahi and tamariki in English medium-schooling.4 In the 1970’s, a group of students from around the pacific were taught and guided by Pacific voyaging traditions expert Mau Piailug, joinin. [...] 7 history, as ‘myths and legends’ was the beginning of a lengthy history of ‘neglect’, oppression and disregarding the origins, traditions, and wisdoms of our ancestors.21 In result, through the eyes of the colonisers Māori peoples were seen as the inferior race who needed to be essentially enlightened by pākehā. [...] Pūtaiao and Western Science [f]rom the Universe, to the tracking of time, to the planting and harvesting of food, the Sun, Moon and stars were no doubt an important and substantial part of Māori knowledge43 The board members of SMART (2013) At the 2022 Maramataka Symposium, a prominent question that was debated, was whether or not mātauranga Māori, or more specifically the Maramataka could be cons. [...] The terms of reference included the following key objectives: • to ascertain the educational needs of the descendants of Ngai Tamanuhiri, Rongowhakaata and Te Aitanga a Mahaki; • to recommend the strategic direction that the Runanga should take with respect to meeting the educational needs of its constituent members; • to include consideration of the educational resources and opportunities within.