Source: Teaching and Teacher Education, Volume 25, Issue 3, April 2009, Pages 461-467.
This article investigates 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 marginalized youth to disclose their personal stories, wrap them in tikanga (customs) and move forward to create theatre from their experiences. The article 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. It also discusses the recommendations for teachers dealing with cultural difference in the classroom.