Lourie, Megan2024-02-282024-02-282023-12-14Teachers' Work, ISSN: 1176-6662 (Print); 1176-6662 (Online), Auckland University of Technology (AUT) Library, 20(2), 282-298. doi: 10.24135/teacherswork.v20i2.6101176-66621176-6662http://hdl.handle.net/10292/17271While references to the Treaty of Waitangi and/or biculturalism are an accepted part of the New Zealand education policy landscape, there is often a lack of consensus around the meaning, and therefore the practice implications, of the term ‘biculturalism’. This difficulty can be explained by viewing biculturalism as a discourse that has continued to change since its emergence in the 1980s. In policy texts older understandings of the term are overlaid with more recent understandings and this can contribute to uncertainty about what the term means to teachers in 2016. This is particularly challenging for teachers and school leaders as they attempt to negotiate the requirements of the Practising Teacher Criteria. Therefore, there is a need to continue engaging in discussion about the meaning of biculturalism in education in the present, looking forward, but informed by the past.Copyright (c) 2023 Teachers' Work. Creative Commons License. This work is licensed under a Creative Commons Attribution 4.0 International License.https://creativecommons.org/licenses/by/4.0/3901 Curriculum and Pedagogy3902 Education Policy, Sociology and Philosophy3903 Education Systems39 Education4 Quality Education1303 Specialist Studies in Education3903 Education systemsJournal ArticleOpenAccess10.24135/teacherswork.v20i2.610