Abstract:
In this article, I illustrate my efforts to include Māoritanga in the curriculum content of physical education teacher education in Aotearoa New Zealand. From a professional perspective, I felt my students needed closer contact with Māori culture to increase their bicultural identity. Supported by tangata whenua who had cultural expertise and skills in outdoor education, I initiated an annual marae stay. Drawing on autoethnographic research methodology and the narration of a composite ‘snapshot story’ my narrative is about helping Māori to discover themselves; asking non Māori to reflect on their attitudes relating to Māori and the colonisation process, to discover their identity; and to understand that facing up to cultural difference is a personal challenge in which we all have agency. Between the lines is my journey as the educative outcome of situated learning motivates, influences and intensifies my commitment to marae based Education Outside the Classroom (EOTC).