Navigating the unfamiliar in a quest towards culturally responsive pedagogy in the classroom

This paper examines a New Zealand Pākehā (European) teacher's professional development experience working with Māori (indigenous people of New Zealand), and their protocols and practices. A Māori kaumatua (male leader) experienced in theatre direction, acting, and psychiatric nursing led Māori marginalised youth to disclose their personal stories, wrap them in tikanga (customs) and move forward to create theatre from their experiences. This paper discusses a participant observer process of living on a marae (Māori congregational place), working with Māori, experiencing Māori protocols and practices on a daily basis, and the recommendations for teachers dealing with cultural difference in the classroom.