[1]
J. Kidman and K. Stevens, Looking Back from the Centre. pp. 19–40.
[2]
Rachel Brooks, Education and Society: Places, Policies, Processes. Macmillan Education UK, 2018, 2018, pp. 15–32. [Online]. Available: https://books.google.co.nz/books?id=174tuAEACAAJ&dq=education+and+society+rachel+brooks&hl=en&sa=X&ved=0ahUKEwiUqcCDy4jjAhXXWisKHe2rATQQ6AEIKDAA
[3]
K. Nairn, J. Higgins, and A. Ormond, ‘Post‐school horizons: New Zealand’s neo‐liberal generation in transition’, International Studies in Sociology of Education, vol. 17, no. 4, pp. 349–366, Dec. 2007, doi: 10.1080/09620210701667004.
[4]
Rachel Brooks, Education and Society: Places, Policies, Processes. Macmillan Education UK, 2018, 2018, pp. 33–49. [Online]. Available: https://books.google.co.nz/books?id=174tuAEACAAJ&dq=education+and+society+rachel+brooks&hl=en&sa=X&ved=0ahUKEwiUqcCDy4jjAhXXWisKHe2rATQQ6AEIKDAA
[5]
S. S, J. J, and P. H, ‘ThTension and Compromise in New Zealand Education’, in Tension and Compromise in New Zealand Education, 2001.
[6]
Simon, J, Politics, Policy, Pedagogy: Education in Aotearoa. Palmerston North, New Zealand: Dunmore Press Ltd, 2000.
[7]
P. Bourdieu, ‘Education: Culture, Economy, Society’, in The forms of capital, vol. 46–58, A. Halsey, H. Lauder, P. Brown, and A. Stuart Wells, Eds.
[8]
P. Bourdieu, ‘Education: Culture, Economy, Society’, in The forms of capital, vol. 46–58, A. Halsey, H. Lauder, P. Brown, and A. Stuart Wells, Eds.
[9]
R. White, ‘The middle ground: Indians, empires, and republics in the Great Lakes region, 1650-1815’, vol. Cambridge studies in North American Indian history, Cambridge: Cambridge University Press, 1991.
[10]
J. MacArthur and G. Rutherford, ‘Success for all? Re-envisioning New Zealand Schools and Classrooms as Places Where “Rights” Replace ‘Special’’, vol. 51, pp. 157–174.
[11]
Jay T. Johnson, ‘Indigeneity’s Challenges to the White Settler-State: Creating a Thirdspace for Dynamic Citizenship’, Alternatives: Global, Local, Political, vol. 33, no. 1, pp. 29–52, 2008, [Online]. Available: http://www.jstor.org/stable/40645235?seq=1#page_scan_tab_contents
[12]
‘V. Carpenter & S. Osborne (Eds.), Twelve thousand hours: Education, poverty in Aotearoa New Zealand’, [Online]. Available: https://victoria.rl.talis.com/lists/00AD049F-00E3-9211-B69A-F339C2BE8A88.html?draft
[13]
P. C. Gorski, ‘Good intentions are not enough: a decolonizing intercultural education’, Intercultural Education, vol. 19, no. 6, pp. 515–525, Dec. 2008, doi: 10.1080/14675980802568319.
[14]
K. M. Bleszynska, ‘BLESZYNSKA, K.M. (2008). CONSTRUCTING INTERCULTURAL EDUCATION.’, [Online]. Available: http://www.tandfonline.com/doi/pdf/10.1080/14675980802568335
[15]
D. Gillborn and G. Ladson-Bilings, ‘Critical Race Theory’.
[16]
V. O’Malley, The meeting place: Māori and Pākehā encounters, 1642-1840. Auckland, N.Z.: Auckland University Press, 2012.
[17]
Deleon, Abraham P., ‘How Do I Begin To Tell a Story that Has Not Been Told? Anarchism, Autoethnography, and the Middle Ground’, Equity & Excellence in Education, vol. 43, no. 4, pp. 398–413, 2010, doi: 10.1080/10665684.2010.512828.
[18]
K. Sanga, Victoria University of Wellington. He Parekereke, and University of the South Pacific. Institute of Education, Re-thinking aid relationships in Pacific education. Wellington, N.Z.: He Parekereke, Institute for Research and Development in Maori and Pacific Education, Victoria University, 2005.
[19]
K. Sanga, C. Chu, and Victoria University of Wellington. He Parekereke, Living and leaving a legacy of hope: stories by new generation Pacific leaders. Wellington, N.Z.: He Parekereke, Victoria University, 2009.
[20]
Wyn, Johanna ; Harris, Anita, ‘Youth Research in Australia and New Zealand’, Young, vol. 12, no. 3, pp. 271–289, 2004, doi: 10.1177/1103308804044509.
[21]
Jay T. Johnson, ‘Indigeneity’s Challenges to the White Settler-State: Creating a Thirdspace for Dynamic Citizenship’, Alternatives: Global, Local, Political, vol. 33, no. 1, pp. 29–52, 2008, [Online]. Available: http://www.jstor.org/stable/40645235?seq=1#page_scan_tab_contents
[22]
C. Chu, F. Rimoni, K. Sanga, Leadership Pacific (Organization), and Victoria University of Wellington. He Pārekereke, Tok piksa of Leadership Pacific: as seen through students’ eyes. Wellington, N.Z.: He Pārekereke, Institute for Research and Development in Māori and Pacific Education, Victoria University, 2011. [Online]. Available: http://content.talisaspire.com/victoria/bundles/577c65ac4469eeac458b4572
[23]
jude MacArthur and G. Rutherford, ‘New Zealand Journal of Educational Studies’, vol. 51, pp. 157–174.
[24]
Sanga, Kabini, Toumu’a, Ruth, and Fua, Seu’ula, Eds., Weaving Education Theory and Practice in Oceania.
[25]
K. H. Thaman, University of the South Pacific. Institute of Education, and University of the South Pacific. UNESCO Chair of Teacher Education and Culture, Educational ideas from Oceania: selected readings. Suva, Fiji: Institute of Education in association with the UNESCO Chair of Teacher Education and Culture, University of the South Pacific, 2003.
[26]
‘“Polycultural capital” and educational achievement among New Zealand-born Pacific peoples’. http://ndhadeliver.natlib.govt.nz/delivery/DeliveryManagerServlet?dps_pid=FL1656884
[27]
M. ’Otunuku, U. Nabobo-Baba, and S. F. Johansson-Fua, Eds., Of waves, winds and wonderful things: a decade of rethinking Pacific education. [Suva, Fiji]: USP Press University of the South Pacific, 2014.
[28]
Kabini Sanga, ‘Where are the cowrie shells hidden?’, vol. 21, 2015, [Online]. Available: https://www.researchgate.net/publication/281643175_Where_are_the_cowrie_shells_hidden_Repositories_of_an_Indigenous_Pacific_Ethical_System
