Lourie, MeganSimanu, Harley2025-07-212025-07-212025http://hdl.handle.net/10292/19584This study aimed to investigate how the relationship between Māori and non-Māori, as established by Te Tiriti o Waitangi, is expressed within three contemporary curriculum policy documents: the New Zealand Curriculum (2007), the Aotearoa New Zealand Histories Curriculum (2022), and Te Mātaiaho (2023). Document analysis was employed to examine the three curricula, focusing on who is considered to be part of the relationship, the language and terminology relating to the relationship, and how the relationship itself is expressed. The main finding of the research is that while each document reflects a commitment to biculturalism, the bicultural relationship is expressed in slightly different ways. This lack of consistency may contribute to the ongoing challenge educators face in understanding and enacting biculturalism in educational settings. Ultimately, this research reaffirms the need for ongoing reflection, dialogue, and collaboration to ensure that the curriculum not only reflects Te Tiriti o Waitangi commitments in theory but also supports their realisation in practice.enDissertationOpenAccess