The Changing Landscape of Initial Teacher Education in Contemporary Wnanga

This thesis critically examines ITE qualifications offered within Contemporary Wnanga (CW), with a particular focus on the author’s professional praxis as a teacher educator at Te Wnanga o Aotearoa and Te Whare Wnanga o Awanuirangi. The development of ITE programmes within CW is underpinned by a strategic imperative to elevate Mori educational outcomes and address entrenched disparities in learner achievement. These programmes are grounded in Indigenous pedagogical frameworks that seek to affirm Mori identity and epistemologies through culturally sustaining educational practices.