Abstract:
This article presents the findings of a research project that examined six Mäori students’ perceptions of how their Mäori identity impacted on their experiences in a four-year Bachelor of Physical Education (BPE) programme. The BPE programme is positioned in a faculty of education situated in Auckland, Aotearoa New Zealand, and has an annual intake of approximately 60–70 students. On average 20% of these identify as Mäori. The research process involved both individual and group interviews conducted by the first author, who asked the students what Mäori identity meant to them, and how they sensed their Mäori identity had impacted on their experience of the BPE programme. The students willingly shared their views as Mäori, providing insight into how they sensed they were perceived by their lecturers and peers. They also expressed their desires and needs as Mäori students. Whilst these six research participants appreciated the lecturers’ attempts to introduce bicultural pedagogy, to use te reo and integrate tikanga Mäori into their teaching, they also felt the need for more identifiable Mäori role models and mentors. This led the students to desire more Mäori lecturing staff who could provide authentic Mäori learning experiences, especially in courses that focused on Mäori content.
