Understanding Our Silenced Past: A Transformative Solution for Educator Reform

Abstract The current education system in Aotearoa New Zealand, imposed on the Indigenous Māori population, continues to result in intergenerational disparities for Māori learners. Within this colonial-based system grounded in the Doctrine of Discovery, deficit theorising about Māori and racist discourses have continued to underpin the beliefs and therefore the actions of many educators. A key means for changing educator practices and, thereby, improving outcomes for Māori learners is through professional learning and development (PLD) initiatives. However, a fundamental disruption of beliefs and biases held (mostly unconsciously) by educators has not occurred through current PLD models. We present, instead, an alternative PLD model, the Poutama Pounamu Blended Learning (PPBL) that provides extended opportunities for participants to explore and understand their own biases and to deepen their learning, skills and capabilities. This article presents the success experienced by educators through PPBL, a blended, PLD programme available across Aotearoa. The evidence shows PPBL provides participants with a means for dismantling the racialised, colonial schooling system in Aotearoa to promote more equitable and effective schooling for Māori and, potentially, other indigenous or marginalised learners. The article concludes with implications for others if transformational reform is to become our shared responsibility and transformative education our shared reality.