Abstract
Educationalists, scholars and students are increasingly engaged in actions to transform colonial legacies embedded within education systems and sites. This study discusses a university context in Aotearoa Te Waipounamu-New Zealand in the process of evolving partnership with Māori, the Indigenous peoples of the land. We used wānaka as a Māori research methodology, embedded in and shaped by local knowledge, place, people, language and customary practices. Creating a safe space for students to speak openly, we learned about their experiences of decolonisation and indigenisation in their education. A diverse group of 68 students discussed their experiences of decolonisation and indigeneity in their studies. We adapted Critical Tiriti Analysis for an education setting to analyse students' discussions. We argue for indigenous understandings of relationships and partnerships, and teaching students to reflexively decolonise their own worldviews. These findings have broader relevance for transformative praxis in Higher Education.