Lee, KerryDale, HemiLemon, Ruth2019-06-112019https://hdl.handle.net/2292/46957The provision of education through the medium of the Māori language in Aotearoa-New Zealand began in the 1980s. Subsequently, Māori-medium curriculum statements were developed as equivalents to their English-medium counterparts. This research focused on the Hangarau curriculum which is the parallel document to the English-medium Technology curriculum in Aotearoa. The main research question for this study was: What historical, political, economic and socio-cultural influences impacted on the development of the Hangarau curriculum between 1995 and 2008? The research context focused on Levels 1-4 of Te Marautanga o Aotearoa (Ministry of Education, 2008b), involving students between 5-12 years of age. Hangarau is a distinct curricular approach to teaching Technology in classrooms in Aotearoa with Māori values, beliefs and language as the foundation of all teaching and learning. Little is written about this approach to technology education despite it setting a precedent internationally. This study contributes significantly to the field. The dataset was gathered using a combination of semi-structured interviews with experts (tuakana) and document analysis. Publicly available policy and curriculum statements, and a series of Ministry of Education documents obtained via the Request for Official Information Act (1982) completed the dataset, which was analysed using thematic analysis. Key findings indicated that the aims of language regeneration and the development of language competence had a significant impact on the design of Hangarau. Hangarau provides a space for children to engage in purposeful problem-solving to meet needs in meaningful contexts. An ethical approach is prioritised, where students consider the environment, society and the problem, with a focus on ensuring that any proposed solutions have zero impact on the environment. This is part of the reason that ancestral practices are central. Students conduct research about the materials and processes their ancestors used as part of re-framing and re-claiming traditions, bringing them into the contemporary world. This research explores the origins and development of this curriculum area, and the relationship between past and present that is fundamentally important in Hangarau practice.Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htmhttps://creativecommons.org/licenses/by-nc-sa/3.0/nz/ThesisCopyright: The authorhttp://purl.org/eprint/accessRights/OpenAccessQ112949201