Te Mataiaho: Exploring the Experiences of a Group of New Zealand Teachers Who Engaged with Complex Curriculum Reform

Abstract

This study adopted an interpretivist theoretical framework to examine the experiences of nine “early adopter” teachers in New Zealand who engaged with a complex curriculum reform. While much existing research emphasises teachers’ perceptions, attitudes, or analyses of policy, this study aimed to capture their experiences in their own words, revealing the intricate challenges involved in implementing the refreshed curriculum. Findings indicated that the demands of educational reform were frequently underestimated, with teachers feeling unsupported, exploited, and overwhelmed despite their advocacy for the changes.

The research highlighted the multiple layers of complexity in realising the curriculum’s vision, emphasising that the integration of mātauranga Māori (Māori knowledge) in partnership with tangata whenua (the Indigenous people of New Zealand) involved considerable shifts in educators’ mindsets, knowledge, and practices. Addressing social inequities necessitated not only curriculum revisions but broader transformations within the education system and society. The study highlighted the importance of recognising the time and effort required to build meaningful relationships and support the incorporation of Indigenous knowledge within established school systems.

Furthermore, the research illustrated the need for greater awareness of teachers’ roles and the challenges they face during curriculum changes. It called for a reevaluation of how New Zealand policymakers approach educational reform to avoid overburdening teachers with societal changes and frequent shifts in focus. Ultimately, the study emphasised the necessity of a collaborative, sustainable approach to education reform that values teachers’ insights and fosters supportive structures, paving the way for a more effective educational landscape that benefits both educators and students.