Marae-ā-kura: Teaching, learning and living as Māori

Abstract

Marae-ā-kura (school-based marae) have been part of the secondary school landscape since 1978. Today there are approximately 99 marae in state secondary schools in New Zealand (Ministry of education, 2008).1 although marae-ā-kura are o cially endorsed by the Ministry of education (2000) to better engage with Māori parents, whānau and communities, there is little research on the way marae-ā-kura operate, their pedagogical practices and their e ect on Māori student outcomes. This two-year research project investigated the role of marae-ā-kura as culturally determined spaces in mainstream secondary schools. it involved the participation of students, teachers, principals, whānau and community representatives of three urban marae-ā-kura within the auckland region. The study examined the pedagogy of marae-ā-kura and their e ect on the educational achievement, including the cultural well-being, of Māori learners and their whānau.