Indigenisation of conservation education in New Zealand

Indigenous Maori youth struggle to connect with science delivered in a Eurocentric model of education in Aotearoa, New Zealand. In transforming conservation biology through Indigenous perspectives, we asked whether Maori knowledge-based resources and traditional schooling (winanga) methodologies increased the connection of Maori youth (rangatahi) to conservation science. We collaborated with a Maori environmental science body to run a culturally based environmental program (noho taiao) attended by 70 youth from three Maori-centric schools. We undertook surveys to assess baseline scientific understanding and to gauge how their understanding of the Maori-based conservation principles we introduced shifted over the course of the program. We developed a bilingual gaming app to introduce basic environmental concepts from both cultural perspectives, measuring its impact on knowledge retention for these students, and others at a Eurocentric school. Indigenous contexts for conservation learning markedly increased uptake of knowledge content, and enthusiasm for conservation concepts. After the program, Maori students reported that science was more accessible and relevant. Gaming as an educational medium was successful in engaging youth generally, but students primed by experiential learning from Indigenous perspectives had increased knowledge gained. Enabling rangatahi to explore place-based learning within a relevant cultural context allowed them to understand their duty of care to the environment (te taiao). Utilising Maori engagement mediums and mentors that resonate with youth arc key to encouraging more Maori youth into conservation science. Therefore, empowering youth to draw from Indigenous ways of knowing, being and doing can create a step-change in science participation and leadership.