This research utilised a Maori-centred framework called "Te Ao o Pakirehua" (the world of inquiry) to inquire into teaching practices and involved two indigenous and two non-indigenous Initial Teacher Education (ITE) educators from Aotearoa New Zealand. This approach was founded on a "Te Tiriti" (Treaty) partnership and…

As a non-indigenous science educator, I have embraced the idea of critical reflexive practice in order to be more responsive to the cultures and values of my Pasifika students and to become more inclusive of their indigenous knowledges. In this article I share three ways I have negotiated the incorporation of Pasifika values and knowledge into my…

In 1957, Ans Westra immigrated, as a young adult, from her native Holland to Aotearoa-New Zealand, where she eventually became one of the nation's foremost photographers, and perhaps the pre-eminent photographer of Maori people and events. Early in her career, before she became a famous photographer, Westra worked on contract developing classroom…

This author begins by mapping the policy changes of the past 20 years that have occupied and changed the educational terrain in New Zealand. Fundamentally, the reform of education was premised on ideological conjecture that some changes (structural, administrative, pedagogical and managerial) were required, and that these changes would deliver…

Research Findings: This paper considers the position of tamariki Maori, the indigenous children of Aotearoa (a Maori name for New Zealand), in relation to the impact of colonization on their rights, including a focus on the United Nations Declaration on the Rights of Indigenous Peoples and the current educational policy arena. It then provides an…