What You Think, What We Know: Culturally Inclusive Narratives for Student Engagement in NZ

The design disciplines are increasingly struggling to address the systemic ecological, social and cultural issues affecting our global community, a call for alternative approaches to how designers shape interactions with the world. This design research builds on theory emerging from across the disciplines which argues that design, regarded as an “ontological instrument that is able to transform the social and cultural reality” (Tlostanova, 2017) which determines how we perceive and interpret the world, is in a state of “defuturing” (Fry, 1999), restricted by the coloniality of a north/western modernity to perceive and interpret the world within certain legitimized principles. What is needed and what this design research proposes is to start exploring ways in which design, grounded in indigenous principles and sensibilities might begin to create multiple realities and options outside of a context of modernity/coloniality for how we might be in the world. Primary research is undertaken in one part as a case study which seeks to explore curriculum around identity development in Aotearoa New Zealand, appropriating research methods which align with Māori epistemology, focused around collective participatory actions and relational understandings of being, grounded in matauranga, tikanga and kaupapa Māori. The intent of this research is to investigate potential opportunities for resources and supports that facilitate better pathways for learning and identity development with Māori students in New Zealand public schools at grades 5-6. Research is executed using a cultural design probe which, through a variety of activities, guides students to identify learning and future growth aspirations, support networks and identity markers. These activities include Make-a-Robot, which asks students to design a robot, assigning it personality and traits as well as physical and mental abilities, and allow insights to be drawn on students’ needs and aspirations. Cultural probes are useful here as they “offer a less obtrusive way of gathering information” (Celikoglu, Ogut and Krippendorff, 2017) and align with Māori principles and protocols. These principles and protocols begin with whakapapa, which recognizes the interconnected and relational nature of oneself within a larger social/environmental/spiritual network.