ABSTRACT
Drawing on personal teaching experiences, this article turns a spotlight on the potentials, pitfalls and peculiarities of engaging with Indigenous literature from Aotearoa (New Zealand) in a contemporary German tertiary education context. It directs attention to the entanglement of individual teaching endeavours and classroom constellations with the national university landscape, as well as to the necessity of considering such teaching in a global context. The underlying ambition of the described teaching approach is to provide a local and cultural focus that allows for nuanced insights, while also acknowledging comprehensive interweavings and a plurality of voices. Arguing for a reflective, inquiring, and plurifying pedagogy that consciously emphasizes ambiguities and frictions, I conclude that, while complexities can only ever be adumbrated and exemplarily discussed in any university course, it is essential to emphasize the multifacetedness and concurrently local as well as global embeddedness of Māori literature, its authors and its readers.
