Growing interest in climate change amongst educational policymakers and educators in Aotearoa New Zealand has not led to clarity and consistency in related policy direction and practice. This report draws on literature from te ao Māori and Western/global perspectives to explore the question, “What does it look like when climate education is flourishing?”

This rapid review of key literature in the field of decolonisation – in particular as it applies to education research – explores the origins of the term, its various definitions and methodologies alongside examples of contemporary usage. The authors privilege the work of Māori and Indigenous writers who have paved the way for the ongoing...

This study examines the ways that whānau (extended family) believe they, and teachers, can best support ākonga (learners) to successfully navigate their educational experiences and contexts both at school and at home.

This report focuses on the perspectives of whānau Pasifika as they express their attitudes and beliefs about what success looks like for their tamariki and why success is important. It employs the Indigenous practice of wayfinding to frame discussions of success through a range of values whānau Pasifika hold, and supportive characteristics they enact that...

This report identifies five foundational conditions needed for schools to support high university entrance attainment for ākonga Māori and Pacific students.