Through the creation of a matauranga Maori framework, termed Te Kunenga, this review has investigated how Maori teachers and Maori students have experienced inclusion in English-medium schools in Aotearoa New Zealand. Reviewed literature included qualitative published research and government reports from 2004-2022, when Ministry-led initiatives and policies focused on supporting Maori to achieve success as Maori, an era I have termed Te Ao Marama. The findings of this review show that Maori exclusion in schools continues to persist, particularly for kaiako Maori. The findings in this review identify the need for further research into the intersectionality of Maori identities and experiences in primary and secondary English-medium schools. Furthermore, this review emphasises the importance of biculturalism in English-medium schools and the inclusion and belonging of Maori to academic success.