New Zealand State Physical Education is soon to enter into a new phase, as the early stages of writing a new curriculum begin. This article is timely, therefore, because it provides four challenges that need to be addressed if the incoming curriculum writers are to right the wrongs of the previous scribes and if physical educators are to develop MaÌˆori-inclusive pedagogies. The challenges include; deconstructing the historical discourse; the sharing of decision-making power with MaÌˆori in the development of curricula; the integration of MaÌˆori-defined tikanga into curricula; and the decolonisation of physical educators.Â
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