Navigating the places we now inhabit: Stories of migrant learning designers

Abstract

Learning design involves creating educational opportunities that are engaging and effective. In many countries, this process must attune to indigenous ways of being and knowing. In the context of Aotearoa New Zealand, the learning design process requires the ability to create culturally inclusive learning opportunities that are respectful of Māori culture, but also beneficial to all learners - a process that calls for deeper reflection and understanding of tikanga Māori (Māori customs and practices). This paper highlights the experiences of migrant learning designers and teachers in Aotearoa New Zealand, who work at the intersection of Māori knowledge and Western educational practices. As non-indigenous immigrants, learning designers, teachers, and educational researchers, the authors drew on autoethnography as the methodology, to analyse and reflect on their role as allies of Māori, the indigenous people of Aotearoa New Zealand. This research aims to find and share ways of reconciling principles of learning design with different ways of knowing, whilst honouring the Māori culture. The paper contributes to wider debates in education that discuss how indigenous knowledge systems can enrich modern educational practices.