Reflections of cultural and pedagogical adaptation to bicultural practice from four migrant teachers in Aotearoa New Zealand

Abstract

In Aotearoa New Zealand, teaching is underpinned by a commitment to Te Tiriti o Waitangi and the implementation of bicultural practice is recognised as a professional responsibility for all teachers. For migrant teachers, this commitment often involves navigating significant shifts not only in curriculum and pedagogy but also in cultural identity and belonging. Teaching in a new land is like planting a familiar seed in unfamiliar soil. This metaphor is crafted specifically to reflect the journey of four migrant teachers navigating cultural and pedagogical adaptation in Aotearoa New Zealand. This article draws on the reflective narratives of four migrant teachers working in early childhood and primary settings to explore how they understood and adapted to bicultural practice in Aotearoa New Zealand. Their reflections highlighted both challenges and growth, including cultural adjustment, language barriers, shifts in professional identity, and the role of mentorship. Despite these challenges, the teachers’ narratives highlight how engaging with bicultural practice can be professionally enriching and personally transformative. The findings further emphasise that their teaching approaches are shaped by a dynamic process of cultural and pedagogical adaptation within the Aotearoa New Zealand context.