Chinn, Pauline W. U. (2015). Place and Culture-Based Professional Development: Cross-Hybrid Learning and the Construction of Ecological Mindfulness. Cultural Studies of Science Education, v10 n1 p121-134 Mar. This paper approaches mindfulness, an awareness of internal and external realities, as a culturally-shaped habit of mind. Findings of a cross-cultural study and popular sayings that reflect America's cultural orientation to consumption and competition are contrasted with findings from Hawaiian language newspapers, traditional cultural practices, and Hawaiian sayings that indicate an orientation to ecological mindfulness that increased the resilience of fragile social ecosystems. Marginalization of indigenous culture, language, and knowledge and cultural differences between teachers and indigenous students are proposed as a contributing factor to lower science performance of Native Hawaiian students in mainstream schools. Two professional development projects designed to reduce conflicts between culture and science instruction are presented. Findings from these projects suggest alignment of science inquiry with indigenous cultural knowledge and practices oriented to sustainability… [Direct]

Townsend, Philip Bruce (2018). Enhancing Professional Learning through Mobile Devices for Pre-Service Teachers in Remote Communities: An Aboriginal and Torres Strait Islander Example. International Journal of Mobile and Blended Learning, v10 n4 Article 2 p13-31. This article details the construction of a Grounded Theory to explain the concept of enhancing professional learning through mobile devices. The research data was delimited to the behaviours and beliefs of Aboriginal and Torres Strait Islander pre-service teachers enrolled in two community-based initial teacher education programs in very remote communities in Australia. Four educational uses of mobile devices were identified: accessing content, handling administration, collaborating for academic support and sharing personal encouragement. The use of mobile devices enabled adults to choose times of study, choose places of study, complete assessment relevant to their course and achieve a career goal. Three elements that impact the educational use of mobile devices were identified (i.e. context, precursors and catalyst). Seven categories underlie the concept of enhancing professional learning through mobile devices: fostering access, facilitating customisation, promoting collaboration,… [Direct]

Circelli, Michelle; Osborne, Kristen (2018). From School to VET: Choices, Experiences and Outcomes. National Centre for Vocational Education Research (NCVER) The transition from school to further education and work is a milestone in the life of a young person. Many young people go on to further education or training after leaving school, which often leads to viable job opportunities. This report is a summary of recent research by the National Centre for Vocational Education Research (NCVER) about the transition of school students into the vocational education and training (VET) system, including their experiences during, and their outcomes after, engagement with the sector. Data is included from the Longitudinal Surveys of Australian Youth (LSAY), the National VET Provider Collection and the National Student Outcomes Survey (SOS). Connections between the themes identified in the research and the data related to VET students' experiences and outcomes are highlighted. This summary explores the following questions: (1) What influences young people to undertake VET post-school?; (2) What factors support young people to complete VET?; and (3)… [PDF]

Ho, Hsiu-Zu; Lam, Yeana W.; Pai, Hui-Ju (2017). It Takes a Village: An Indigenous Atayal After-School Tutoring Program in Taiwan. Childhood Education, v93 n4 p280-288. The Boyo After-School Tutoring Program in Hsinchu County, Taiwan, is a unique training program developed by the Boyo Social Welfare Foundation. The primary focus of this nonprofit foundation, established in 2008, is providing tutoring and support to indigenous youths. The Boyo Foundation also serves to build the capacity of unemployed village members who have neither the educational level nor the formal experience typically required to become tutors…. [Direct]

Serrano-L√≥pez, Federico Guillermo; Somoza-Rodr√≠guez, Miguel (2017). Social Constructs Regarding the Physical and Sexual Energy of Whites, Indigenous South Americans and Blacks in Spanish and Colombian Primary School Reading Books between 1900 and 1960. History of Education, v46 n5 p578-594. This article analyses the manner in which the physical and sexual energy of the white, native South American and black populations was represented in reading books for elementary school children in Spain and Colombia between 1900 and 1960. Ninety reading books from representative authors were examined. It was found that the ideal of extraordinary physical vigour attributed to the white male was decisive in justifying Spanish imperialism, the superiority of the male in the patriarchal family and the intervention of authorities in administering people's bodies. In the case of Spanish texts, the might attributed to the white race was shown as having a motive of pride, whereas in the Colombian case, the mixture with Native Americans and blacks tended to be used as an explanation for the "weakness" of Colombians. Evidence is also found of the way in which education was implicitly conceived as a process of cultural "whitening"…. [Direct]

Mokuku, T≈°epo (2017). The Connotations of "Botho Philosophy" and Its Potential Contribution towards Environmental Conservation: The Case of Tlokoeng Community in Lesotho. Environmental Education Research, v23 n9 p1230-1248. This paper explores innovative environmental education strategies to conserve biodiversity in a rural-based context, in Lesotho. A case study approach was employed to investigate the community's conception of botho philosophy and how it might promote nature conservation. Focus Group Interviews were conducted with 105 participants. The responses were analyzed to determine the community's emerging definition and conception of botho. The findings indicate features of botho that parallel the ones that are found in the literature. In addition, botho was described metaphysically as a holistic spiritualised worldview that is concerned with a harmonious co-existence with others, nature and the Creator and empirically, in terms of moral attributes that foster co-existence within the socio-economic and natural systems. It is illustrated that botho can contribute towards environmental education discourse and nature conservation and thus diversify the pre-dominantly Euro-centric knowledge… [Direct]

Cedillo, Stacia; Nxumalo, Fikile (2017). Decolonizing Place in Early Childhood Studies: Thinking with Indigenous Onto-Epistemologies and Black Feminist Geographies. Global Studies of Childhood, v7 n2 p99-112 Jun. This article aims to center Indigenous onto-epistemologies and Black feminist geographies in considerations of place, environment, and "nature" in early childhood studies. We consider how these perspectives might enact knowledge-making that politicizes, unsettles, and (re)stories place-based studies of childhood. In particular, we are interested in possibilities for unsettling the dominance of EuroWestern knowledges in both normative and critical encounters with nature/culture and human/non-human dualisms in environmental and place-based childhood studies, particularly in working from the premise that anthropogenic vulnerabilities, anti-Blackness, and settler colonialism are intimately entangled within North American contexts. While noting the tensions between posthuman geographies, Indigenous onto-epistemologies, and Black feminist geographies, we consider how together they might enrich critical place-attuned early childhood studies. Our intent is to contribute to ongoing… [Direct]

Naqvi, Rahat (2008). From Peanut Butter to Eid … Blending Perspectives: Teaching Urdu to Children in Canada. Diaspora, Indigenous, and Minority Education, v2 n2 p154-164 Apr. The focus of this article is to examine the notions of language learning, heritage (referring to tradition) and ancestry (descendants & properties passed on), and cultural identification for Urdu-speaking immigrant children now living in Canada. This article provides a detailed ethnographic account of an innovative language program developed to teach Urdu to children within the Canadian context. The author draws on the research of Taylor (1983) to show that the evolution of literacy transmission is highly dependent on the childhood experiences of individual educators and evolves through the interplay of their unique biographies and educative styles, including the use of various texts. Questions explored include the following: What types of texts are used? What are the students' reactions to the texts? What are the teacher's practices within the classrooms? What kind of an impact does the learning of Urdu have on the identity construction of these children? (Contains 3 figures and… [Direct]

Matthews, Lou Edward (2008). Lessons in "Letting Go": Exploring Constraints on the Culturally Relevant Teaching of Mathematics in Bermuda. Diaspora, Indigenous, and Minority Education, v2 n2 p115-134 Apr. Culturally relevant pedagogy has been highly regarded in its ability to impact the mathematics education outcomes of Black children as it is framed from the "wisdom-of-practice" of exemplary teachers, and recasts teaching as an intellectual, cultural, political, and social endeavor. This study illuminates the challenges in drawing potential by examining the personal and systemic challenges faced by four primary teachers in Bermuda as they endeavored to utilize perspectives of culturally relevant pedagogy to frame mathematics instruction. Through the lens of reconceptualized critical theory and a model for the culturally relevant teaching of mathematics, a collective case study was organized. Two major challenges to instruction emerged: (1) teachers' conceptions concerning the authority of the mathematics text as the "official" curriculum, and the sole legitimate source of mathematical knowledge; and (2) teachers' conceptions regarding institutional authority and… [Direct]

Ghoso, Dawa Bhuti; MacPherson, Seonaigh (2008). Multilingualism in Emerging Diasporas: A Tibetan Case Study. Diaspora, Indigenous, and Minority Education, v2 n3 p188-216 Jul. This study examines the multilingual and multiliteracy practices of a group of Tibetan female youths from South Asia (India, Bhutan, Nepal) newly arrived in Toronto, Canada (N = 24). The main data are derived from a questionnaire surveying their language practices across contexts indicating the roles of education, community, and society in multilingual maintenance and loss. In addition, this study considers how language ideology and the other sociocultural factors have impacted on participants' language and literacy preferences and practices. The results indicate specific multilingual and multiliterate patterns within the diaspora with differences between South Asia and North America. As female youths, the participants offer an indication of future trends in cultural and linguistic participation given the unequal influence of women on family language practices. (Contains 10 tables and 4 footnotes.)… [Direct]

Feuer, Avital (2008). Nation and Ethnic Identity Self-Definitions in a Canadian Language Class. Diaspora, Indigenous, and Minority Education, v2 n2 p135-153 Apr. An ethnographic study of a Canadian, undergraduate, advanced Hebrew course composed of heritage language learners of diverse backgrounds examined the fluctuating notion of nation and shifting national membership affiliations. Data collection techniques included participant observation and in-depth, semistructured, focus group and individual interviews of 10 students. The professor found varied constructions of national identity mediated by the influence of the learning and usage of modern Hebrew. Although all students and the professor were Jewish and identified as such, two predominant categories ("Canadians" and "Israelis") were formed and imposed and divided the classroom when students gathered as a group. However, on further examination in individual interviews, contradictory self- and other identifications emerged based on individuals' relations to Hebrew. (Contains 1 table.)… [Direct]

Cho, Eun Kyeong; Shin, Sunghee (2008). Survival, Adjustment, and Acculturation of Newly Immigrated Families with School-Age Children: Cases of Four Korean Families. Diaspora, Indigenous, and Minority Education, v2 n1 p4-24 Jan. The number of Korean migrants in the United States has steadily increased in recent years. Korea has struggled with a new social phenomenon: "exodus Korea." Despite its potential impact on the sending and receiving countries, the issue of the increasing number of Korean migrants has not received much research attention in its impact on schools and society. Four Korean migrant families' experiences in the United States were examined. Data were collected via participation, observation, interviews, and orally told stories. Although the families had some common goals for life in the United States, the traits of each family's life in the United States displayed their own uniqueness. Areas that require more research and practical sensitivity were discussed for addressing the issues migrant families face. (Contains 3 tables and 6 footnotes.)… [Direct]

Hogan, Maureen P. (2008). The Tale of Two Noras: How a Yup'ik Middle Schooler Was Differently Constructed as a Math Learner. Diaspora, Indigenous, and Minority Education, v2 n2 p90-114 Apr. This case study seeks to explain why a Yup'ik middle schooler, Nora, from a remote Alaskan village, was differently constructed as a math learner by her 6th- and 7th-grade math teachers. When a culturally relevant curriculum was used in 6th grade, Nora had a greater opportunity for leadership, ownership of knowledge, collaborative problem solving, conceptual learning, and participation in decolonized, culturally sustainable knowledge than when in a Western-style classroom based on the "No Child Left Behind Act"-motivated reforms 1 year later. (Contains 3 figures and 5 footnotes.)… [Direct]

Mutch, Carol; Wong, Marge (2008). Toward True Partnership: A Case Study of Researching in Cross-Cultural Contexts. Diaspora, Indigenous, and Minority Education, v2 n3 p217-232 Jul. Aotearoa New Zealand has two main cultures ("Maori," the Indigenous people; and "Pakeha," New Zealanders of European extraction). This article describes the journey of 2 researchers, 1 from each culture, coming to an understanding of how to bridge the cultural divide and research in respectful, culturally sensitive ways. (Contains 1 figure, 1 table, and 4 footnotes.)… [Direct]

Schoorman, Dilys; Zainuddin, Hanizah (2008). What Does Empowerment in Literacy Education Look Like? An Analysis of a Family Literacy Program for Guatemalan Maya Families. Diaspora, Indigenous, and Minority Education, v2 n3 p169-187 Jul. Educators in the field of "family literacy" have identified multiple approaches to family literacy programs (FLPs), and have underscored the need to identify and make explicit the philosophical orientations of their own programs. This was the task undertaken in this article, which focused on a FLP in south Florida that served the needs of Guatemalan Maya families where the adults were unable to read or write in any language upon program entry. This study analyzed the educational practices of the FLP to ascertain its ideological underpinnings, according to a tripartite typology derived from scholarship in literacy, multicultural, and immigrant education. This article addresses the complexity of identifying such ideological situatedness including the need to examine diverse program elements, the manner in which a program could have multiple ideological strands, and the ambiguity that sometimes emerges in such "readings" of programs in "real-world" contexts…. [Direct]

Howard, Patrick (2008). Ecology, Phenomenology, and Culture: Developing a Language for Sustainability. Diaspora, Indigenous, and Minority Education, v2 n4 p302-310 Oct. Education is central to two recent international efforts to address an impending ecological global crisis. "The Earth Charter" and the UN document "Decade for Education for Sustainable Development 2005-2014" challenge all people to consider the socio-ecological, ethical, local and global dimensions of human life. These documents state clearly the international community now strongly believes we need to foster through education the competencies of heart and mind required for a sustainable future. In light of the current ideology driving education today, the proposed re-orientation of education will require challenging taken-for-granted cultural assumptions and deeply re-examining our relationship with the Earth. In this article, I argue that an international effort to re-orient education is at heart a phenomenological task. Understanding the lived experience of the person-environment relationship must be the starting point of such educational efforts and the… [Direct]

Godbole-Chaudhuri, Pragati; Srikantaiah, Deepa; van Fleet, Justin (2008). Indigenous Knowledge and Intellectual Property Rights: Confronting Modern Norms to Promote Sustainability. Diaspora, Indigenous, and Minority Education, v2 n4 p276-294 Oct. The global proliferation of intellectual property rights (IPRs), most recently through the World Trade Organization's Trade Related Aspects of Intellectual Property Rights (TRIPS) Agreement, poses a grave threat for Indigenous knowledge systems. There is an increasing amount of \piracy\ of Indigenous knowledge, whereby corporations and scientists from rich countries are claiming proprietary rights over knowledge that has belonged to cultures and people for hundreds of years. From the hoodia cactus and the Mexican yellow bean, to the use of neem and turmeric in India, IPRs have been inappropriately utilized to promote growth for the rich while hindering development and perpetuating poverty within many Indigenous knowledge-holding communities. The separation of humans from culture, culture from ecology, and ecology from economics has caused severe ecological exploitation and subsequent degradation. This article frames the current debate at the intersection of IPRs and Indigenous… [Direct]

Sims, Margaret; Tausere Tiko, Lavinia (2016). We're Going on a Bear Hunt: Reconciling Neoliberalism and Postcolonialism in Pacific Early Childhood. Cogent Education, v3 n1 Article 1152673. Indigenous peoples around the world are struggling to create their own, unique early childhood system that reflects their cultural values and supports their dream of raising their children to proudly wear their own cultural identity. In this research, we share the work being undertaken by Pacific early childhood professionals. The study is part of a larger study across several nations which aims to explore early childhood professionals' understanding of their path towards professionalisation. We suggest that there are numerous obstacles that impede this work, one of which is what appears to be limited awareness amongst those very professionals needing to lead the agenda, of the nature of the obstacles in their path. The values and practices arising from neoliberalism are hegemonic, and it is easy for those living under their influence to perceive this way of being as the only legitimate way of being. We used social constructionism and a narrative-based online survey to collect our… [Direct]

Clark, Vanessa; Pacini-Ketchabaw, Veronica (2016). Following Watery Relations in Early Childhood Pedagogies. Journal of Early Childhood Research, v14 n1 p98-111 Mar. Working methodologically and theoretically with the hydro-logics of bodies of water, this article addresses the limitations of humanistic perspectives on water play in early childhood classrooms, and proposes pedagogies of watery relations. The article traces the fluid, murky, surging, creative, unpredictable specificities of bodies of water that enter an early childhood classroom during a collaborative ethnographic project with young children and early childhood educators…. [Direct]

Kral, Inge; Schwab, R. G. (2016). A Space to Learn: A Community-Based Approach to Meaningful Adult Learning and Literacy in Remote Indigenous Australia. Prospects: Quarterly Review of Comparative Education, v46 n3-4 p465-477 Dec. If young adults in remote Indigenous Australian communities are to acquire the knowledge and skills necessary to participate effectively in mature roles in their own and the wider community, then educators will need to pay attention not only to the provision of schooling and formal adult-literacy tuition, but also to how language, literacy, and technological know-how are acquired through socialization and learning as a lifelong process. In this article, Inge Kral and Jerry Schwab take a social practice approach to reading (and writing) by looking at how Indigenous youth use alphabetic and digital literacies in everyday life and in community settings beyond school. Their proposition is that, in addition to pedagogy, it is meaningful practice across the lifespan that determines competence. Drawing on ethnographic research, Kral and Schwab outline a "learning centre" model, suggesting that it provides a template not only for transformative practice but also for achieving an… [Direct]

Akayuure, Peter; Ali, Clement Ayarebilla (2016). Incorporating Indigenous "Bukre" Game into Mathematics Lessons: A Teaching Experiment. Online Submission, Researchjournali's Journal of Mathematics v3 n1 p1-15 Jan. One major drawback to the curriculum demand for the use of indigenous games in mathematics classrooms is the inability of most teachers to identify the mathematics in these games and consequently incorporate them when teaching specific mathematics content. The primary purpose of the study is therefore to analyze and show how the indigenous "bukre" game could be incorporated into the teaching and learning of probability concepts in junior high school mathematics. Forty-five pupils from Vea Junior High School and a 79-year old knowledgeable man were purposively engaged in "bukre" game and data were gathered by participant observations and interviews. A comparative analysis uncover that, similar to the classical experiment of tossing a coin, a variety of probability concepts surrounds "bukre" game. It is also observed that the game can promote pupils' native conception of probability, intrinsic motivation, friendly classroom dialog and interactions…. [PDF]

Ragoonaden, Karen (2016). Culturally Responsive Pedagogy: A Holistic Approach. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016). This study examines the impact of culturally responsive pedagogy in an introduction to university course developed specifically for Aboriginal Access students. The pedagogy has been conceptualized to reflect interconnectivity in a nested system, where all facets of learning link with each other on emotional, spiritual, mental, and physical levels. Teaching from this holistic perspective offers a very different outlook from conventional Western school structure, where school subjects are divided into individual disciplines and students are required to learn in a more linear fashion. The results presented here reflect the content of the December 2013 interviews…. [Direct]

Gerger, Elisabeth (2014). Implications of Social Practice Theory for the Development of a Numeracy Programme for the Gusilay People Group in Senegal. Adults Learning Mathematics, v9 n2 p85-96 Nov. In this article, I present research on some traditional numeracy practices of the Gusilay people group in Senegal and make recommendations for developing a numeracy programme for women. Based on a strong foundation of traditional knowledge and practices, the programme will aim to meet felt needs of women who are faced with new numeracy related challenges due to changes in society. My research is placed in the framework of social practice theory, which emphasizes the fact that numeracy is not a set of skills that are learned and used in isolation, but rather practices that happen in context and vary with it. After a brief outline of social practice theory and the methodology I have chosen for my research, I analyze my findings from that perspective and suggest some practical implications for developing a numeracy programme for Gusilay women…. [PDF]

Kazama, Tomoko; Ogawa, Masakata (2015). Content Analysis of Life Exhibitions in Japanese Science Museums and Centres. International Journal of Science Education, Part B: Communication and Public Engagement, v5 n3 p223-249. Life exhibitions in Japanese science museums (SMs) face difficulties in coping with rapid progress in the life sciences owing to certain constraints around the frequency of exhibit renovations, and the Japanese indigenous understanding of the natural world (Shizen) that Japanese visitors unconsciously bring with them. To what extent do current life exhibitions reflect aspects of Japanese Shizen as well as recent progress in the life sciences? The purpose of this study was twofold: to analyse the contents of life exhibitions in nine Japanese SMs from both a Japanese Shizen and a contemporary life science perspective. The major findings were: (1) educational missions in natural history institutions appreciated and reflected Japanese indigenous understanding of Shizen in addition to having a scientific understanding of life phenomena; (2) from a life science perspective, among the "common traits of life," "evolution" was the most commonly exhibited trait, while… [Direct]

Hicks, David; Marcus, Alan; Stoddard, Jeremy (2014). The Burden of Historical Representation: The Case of/for Indigenous Film. History Teacher, v48 n1 p9-36 Nov. In this article, the authors explore the nature of film that is both "about" and now more often made "for/by" indigenous peoples and its potential as a medium for introducing and engaging students in the study of indigenous history and perspectives in secondary classrooms. As a framework for analysis, the authors examine to what extent these films meet the burden of historical representation, a construct they developed from the film studies' concept of a "burden of representation." They also examine the potential use of film representing indigenous history with secondary students to raise questions about the common historical narratives taught in schools, to present events or perspectives that typically are marginalized or ignored in the school curriculum, and to examine how film represents the views and histories of different groups. The analysis is grounded in the context in which film is produced, distributed, and viewed. Selecting four films as case… [PDF]

Amorin-Woods, Deisy; Amorin-Woods, Lyndon; Gonzales, Hugo; Losco, Barrett; Skeffington, Petra (2021). Online or Onsite? Comparison of the Relative Merit of Delivery Format of Aboriginal Cultural-Awareness-Training to Undergraduate Chiropractic Students. Journal for Multicultural Education, v15 n4 p374-394. Purpose: The purpose of this paper is to work with Aboriginal and Torres Strait Islander people (ATSI), it is expected that non-ATSI health-care professionals become culturally aware; however, participants' perceptions of the relative merit of cultural awareness training (CAT) formats is uncertain. Design/methodology/approach: The authors compared undergraduate students' perceptions of an asynchronous online format with onsite delivery formats of CAT using a mixed-method design. Students from five successive cohorts (n = 64) in an undergraduate programme were invited to complete a post-training survey which gathered quantitative and qualitative data. Findings: Whilst feedback was positive regarding both formats, the onsite format was preferred qualitatively with several valuable learning outcome themes emerging from the results. These themes included; "perceived benefits of self-evaluation of students' own culture whilst learning about Aboriginal culture"; "encouraging… [Direct]

Whap, Georgina (2001). A Torres Strait Islander Perspective on the Concept of Indigenous Knowledge. Australian Journal of Indigenous Education, v29 n2 p22-29. Indigenous knowledge is a living, breathing concept and must be treated with care and respect. This living knowledge is transmitted orally. At the University of Queensland (Australia), the Torres Strait Islander Studies course was taught in the Indigenous way, and elders were involved throughout, from formatting the course outline to the running of cultural activities and being guest lecturers. (TD)…

Rachael W. Shah (2018). The Courage of Community Members: Community Perspectives of Engaged Pedagogies. College Composition and Communication, v70 n1 p82-110. The emotional dynamics for community members involved in university-community partnerships remain untheorized and often unrecognized. This article explores the fear minoritized high school students expressed about working with college composition students, offering suggestions for how composition teachers can use the strategies of "personalismo," affirmation, rigor, and role fluidity to create more responsive community partnerships. Grounded in insights from community partners, the study suggests that knowledge making might change in community-based pedagogies if dominant epistemologies can shift to understand community members as producers of knowledge…. [Direct]

Auger, Sarah; Bleeks, Victoria; Conrad, Diane; Jagger, Patricia (2018). An Arts-Based Curriculum Encounter: What Does It Mean to Live on This Land?. McGill Journal of Education, v53 n2 p379-392. Our arts-based curriculum encounter occurred in a graduate course on arts-based research methods. For a class project we engaged in an inquiry on the question: "What does it mean to live on this land?" which we explored through various arts-based activities. The question challenged us to think deeply about our relationship with and responsibilities to the land we occupy. The inquiry raised for us and, in various ways, implicated us in issues around geographical settings, historical contexts, colonization and nationhood, relations as/with Indigenous peoples, Indigenous ways of knowing, relations with the natural environment, exploitation of the land, the environmental crisis, and our own family histories and personal journeys. In this paper, we share the reflective writings of four inquiry participants interspersed with some images from our work together…. [Direct]

McLachlan, Claire J.; Rona, Sarika (2018). Maori Children's Biliteracy Experiences Moving from a Kohanga Reo Setting to a Kura Kaupapa Maori, Bilingual, and Mainstream Education Setting: An Exploratory Study. New Zealand Journal of Educational Studies, v53 n1 p65-82 Jul. This research explored the biliteracy experiences of three kohanga reo children as they started school in one of three school settings: a bilingual unit, a mainstream classroom, and kura kaupapa Maori. A Kaupapa Maori approach underpinned this research and guided the case study methodology employed. The children's literacy experiences were observed on school entry and parents and teachers from each setting were interviewed regarding their aspirations for children and approaches to literacy. Key findings include the importance of effective teaching strategies, relationship building, the classroom environment, the reading programme employed, and approaches to assessment. The study highlights the importance of teachers who have culturally responsive pedagogies and can adapt pedagogies to meet the literacy learning needs of kohanga reo children as they transition to school. It also highlights the need for further understanding of biliteracy learning in Aotearoa New Zealand schools, and… [Direct]