Kim, Mijung (2017). Indigenous Knowledge in Canadian Science Curricula: Cases from Western Canada. Cultural Studies of Science Education, v12 n3 p605-613 Sep. To enhance Aboriginal students' educational opportunities in sciences, culturally relevant science curriculum has been examined and practiced in Western Canadian science classrooms. This article shares some examples of inclusion of indigenous knowledge in science curricula and discusses the improvement and challenges of culturally relevant science curricula in Canadian contexts…. [Direct]

Allen, Jean M.; Baice, Tim; Fonua, Sonia M.; Levy, Ben; Wright, Tepora (2021). How Do You (Demonstrate) Care in an Institution That Does Not Define 'Care'?. Pastoral Care in Education, v39 n3 p250-268. Against a global pandemic, student care is in sharp focus for higher education institutions (HEIs) as students and institutions learn to navigate this context. Despite this, tensions exist between approaches to care and its value in HEIs. The neoliberalism underpinning HEIs results in the practice of care often being minimised. This is problematic as care is significant for its impact on student experiences. To demonstrate care, beyond simply service delivery, it is critical to develop a relational approach, especially for students who are already part of equity groups. The care demonstrated for these students has become more critical during the COVID-19 pandemic, and this paper focuses on Pacific and International students. We discuss the challenges negotiating how to demonstrate care when care is undefined and undervalued. Adding to the complexity, gaps continue in practice despite broad statements made by HEIs regarding cultural inclusivity. We describe our experiences as care… [Direct]

(2021). Public Enquiry: Adult Literacy and Its Importance. Australian Council for Educational Research The Australian Council for Educational Research's submission to the Australian Government Standing Committee on Employment, Education and Training's Public Enquiry into Adult literacy and its importance highlights the importance of these skills to Australia's well-being and economy, and calls on the government to continue participation in an international assessment to monitor outcomes and improve adult education…. [Direct]

Gittings, Lesley; Hodes, Rebecca (2019). 'Kasi Curriculum': What Young Men Learn and Teach about Sex in a South African Township. Sex Education: Sexuality, Society and Learning, v19 n4 p436-454. Sex education within the formal bounds of school curricula or clinic consultation is traditionally conceived as age-appropriate and accurate information, delivered by a sanctioned adult such as a nurse or teacher. This article explores another kind of curriculum — taught and learned among young men themselves in the "kasi" (township) in which they live. Findings are based on primary data gathered during interviews and research workshops with boys and young men (aged 14-22), including focus group discussions and participatory research exercises. In exploring young men's sexual ideas, practices, hopes and fears, it focuses on three themes: (i) consent and coercion; (ii) pleasure and risk; and (iii) advice and authority. We examine diverse perspectives on these themes, and trace the tensions and ambiguities that surface within young men's accounts. We focus in particular on contradictions between what is learned about sex through formal curricula, and what is learned through… [Direct]

Duhamel, Todd; Garcia, Eric; Giesbrecht, Gordon; Norman, Moss E.; Petherick, LeAnne (2018). Governing Indigenous Recreation at a Distance: A Critical Analysis of an After School Active Health Intervention. Sport, Education and Society, v23 n2 p135-148. Within the Canadian context, the physical activity levels of children and youth in the after school time period has become a source of public health concern. We argue that this concern is informed by broader public health crises, in particular the "global obesity epidemic" and the closely related "global pandemic of physical inactivity," and that these so-called "crises" operate as part of a discursive regime that serves to justify after school interventions aimed at increasing the physical activity practices of children and youth. Although the objectives of such interventions are seemingly well intentioned, we suggest that such interventions nonetheless harbor difficult to discern, but potentially pernicious consequences, for the communities in which they are implemented. We focus our attention on the place-specific effects of one Public Health Agency of Canada-funded after school physical activity intervention–After the School Bell Rings (ASBR)–that… [Direct]

Billig, Miriam; Cohen, Janet (2023). Faith-Driven Gentrification and Displacement in Education in Israeli Urban Neighborhoods. Education and Urban Society, v55 n3 p314-341 Mar. Community-based, Judaism-intensive action groups (Hebrew: Gar'inim Toraniim–GTs) are religiously motivated to settle in Israeli development towns, seeking to narrow social gaps through education. However, their influence has never been fully clarified. This study is grounded in the theory of educational gentrification and introduces the concept of Faith-Driven Gentrification. Until now research has lacked voice from local people forced to face the intervention of settlers driven by religion and their influence on urban school systems. The findings, based on institutional data and in-depth interviews, show that GTs alter the structure of educational systems and the dominant educational ethos. They drive achievement and strict religiosity; nevertheless, their actions impair disadvantaged groups and opponents of their religious lifestyle, intensifying segregation. By giving voice to these communities, this study claims that despite gentrifiers' commitment to social justice in urban… [Direct]

Pasha, Aamna (2023). Beyond a Pedagogy of Reason: Exploring a Pedagogical Approach for a Non-Western Context. International Journal of Development Education and Global Learning, v15 n1 p4-13. Global education is a broad field associated with educational traditions rooted in the objective of preparing learners to engage with a complex and interdependent world, and to respond to the needs of the planet. This article explores existing pedagogical approaches to argue for the need, in non-Western contexts, to make greater connections with existing religio-cultural orientations — specifically, to move beyond pedagogies of reason, that is, rational, linear, logical approaches that undervalue a range of human experiences and are independently insufficient in developing feelings of connection and commitment to issues of social justice in non-Western contexts. Examining an alternative pedagogical model, this article suggests that a framework for global education guided by the Islamic values of "rahma" (compassion and mercy) and "adl" (justice) in contexts such as that of Pakistan can prove valuable in developing commitment and encouraging action for social… [PDF]

Taani, Paia (2023). Whakaritea te parekereke: Teacher Preparedness to Teach te reo Maori Speaking Children in Mainstream Education Settings. New Zealand Journal of Teachers' Work, v20 n1 p19-36. It is essential that teachers are prepared to teach te reo Maori speaking children so that Maori tamariki enjoy equal and equitable opportunities to succeed as Maori (Education & Training Act, 2020). This article draws on research undertaken for my master's degree which investigated teacher preparedness to teach te reo Maori speaking children in mainstream primary schools. Key findings included an awareness of how language and culture impact on identity and educational outcomes. Although participants acknowledged the absolute necessity that te reo Maori and tikanga Maori are included in all aspects of the education setting, they also reported that tikanga Maori is a more comfortable space to be in than te reo Maori as there were clear connections to their own values. Four key themes emerged from the findings which I promote in this paper as key factors for teacher readiness to teach reo Maori speaking children. These are: Kia rite (be prepared), Kia hono (be connected); Kia… [PDF]

Adedokun, Theophilus (2023). A Critical Approach of the Nigerian Higher Education Institution Curriculum and the Notion of Black Consciousness. International Journal of Curriculum and Instruction, v15 n1 p37-50. This study sets out to explore the current Nigerian Higher Education Institution (HEI) curriculum and its relation to the notion of black consciousness. This study argues that for the curriculum of HEIs in Africa to be relevant to the notion of black consciousness, it should mirror the philosophies of Africa as a continent. The curriculum should mirror the lives of students of Africa and their learning needs at a particular place at a given time, not catering for the lives of students and the learning needs of students of other locations. To achieve this, a deliberate effort should be made to repudiate foreign philosophies and external behavioral patterns as they relate to curriculum development and the endorsement of traditionally accepted ways of thinking and acting in the process and execution of curriculum development activities. Nigeria HEI curriculum seems to mirror so much of the foreign philosophies rather than Nigerian native philosophies. However, the true relevance of this… [PDF]

Bell, Bryanna; Eddy, Lizzy; Karaka-Clarke, Te Hurinui Renata; Kennedy-Benns, Marie; Robertson, Abby; Schrader Manuera, Grace (2022). Ko nga kete o te wananga: A Beginner's Guide to Understanding matauranga Maori. set: Research Information for Teachers, n1 p2-11. The Ministry of Education's recent changes to NCEA to incorporate mana orite mo te matauranga Maori has become the source of consternation for many kaiako in secondary schools in Aotearoa New Zealand. Kaiako are struggling to understand what integrating mana orite and matauranga Maori into their programmes looks like. This article is intended as a lay person's guide to understanding two things. First, what the terms "mana orite" and "matauranga Maori" are, and secondly, what mana orite mo te matauranga Maori may look like in their programmes of study…. [Direct]

Moffat, Thecla K. (2022). The Beauty of Universal Design for Learning (UDL) and Why Everyone in Early Childhood Education and Intervention Should Be Using It. Kairaranga, v23 n1 p66-73. This article seeks to highlight the importance of consciously implementing universal design for learning principles in practice in early childhood intervention. Universal design for learning (UDL) is based on three principles: (1) providing multiple means of engagement; (2) providing multiple means of representation; and (3) providing multiple means of action and expression. The term UDL is being championed in New Zealand schools but there are few examples of how early childhood settings and early childhood kaiako can utilise it. Highlighting the three UDL principles and how they link with "Te Whariki," the early childhood curriculum, is important when supporting kaiako and early interventionists to reflect on their practice through the UDL lens. When kaiako and early interventionists focus on providing multiple ways of engaging children, multiple ways of representing information, and multiple ways of enabling action and expression, then the early childhood environments… [PDF]

Temitope F. Adeoye (2022). Situating Disciplinary Identity and Motivation Negotiation in Undergraduate Students' Race and Gender Experiences: The Destabilizing Impacts of Academic Probation during a Pandemic. ProQuest LLC, Ph.D. Dissertation, Purdue University. Situated Expectancy-Value Theory (SEVT) calls for motivation researchers to treat learning and motivation as inseparable from context. Previous research has examined students' expectancies and values in specific disciplines, showing dynamic changes over time. Limited research has examined students' processes of change, considered the influence of students' disciplinary identities, or solicited characteristics of the disciplinary environment that influence change. Additionally, current frontiers of the field aim to race-reimage motivational constructs. By situating motivation research in the race and gender experiences of historically marginalized students (i.e., Black, Latinx, Hispanic, Indigenous, women), the field can expand motivation theories to support a diversifying population, instead of relying on theories primarily based on the experiences of White individuals. Accordingly, the purpose of this study was to examine the processes of motivational and identity change and situate… [Direct]

Jason D. Vodicka (2022). Critical and Culturally Sustaining Music Pedagogy. Visions of Research in Music Education, v40 Article 11 p95-105. Whether by mandate or by personal aspiration, teachers across the United States are compelled to teach in a manner that is culturally relevant to their students. Culturally relevant pedagogy, and its recent iteration, culturally sustaining pedagogy, call for high levels of student achievement, the development of multiple cultural competencies, and the raising of sociopolitical consciousness. Culturally sustaining pedagogy and critical pedagogy share a focus on connecting to students' lived experience, empowering students in the classroom and in the world, and developing students' critical consciousness. As asset-based pedagogies, both approaches focus on what students know first. This essay defines culturally sustaining pedagogy and presents a comprehensive example of the pedagogy in action. Then, through narrative exploration, the author reflects on his own journey from teaching as monologue, to teaching as dialogue, and finally, to teaching as cultural sustainment…. [Direct]

Khan, Nafees M. (2021). Slavery in Secondary History Textbooks from the United States and Brazil. Peabody Journal of Education, v96 n2 p150-165. The United States and Brazil were the two largest slave societies in the history of New World slavery, and the legacies of that history remain salient in both nations. Slavery and the slave trade are important topics to be taught in history courses, and future generations need to be given accurate information about the history and legacies of slavery to be well-informed citizens. A content analysis of textbooks used in the two countries compared how slavery was presented to students and assessed the degree to which the complexities and legacies of slavery were addressed. All of the textbooks (a) incorporated the history of slavery within national narratives of progress; (b) gave minimum attention to the unique experiences of women and indigenous people; and (c) presented a decontextualized view of slavery…. [Direct]

Coghlan, David; Coughlan, Paul (2021). What Happens to P? Lessons from Network Action Learning Research. Action Learning: Research and Practice, v18 n2 p91-101. This article explores how P (programmed learning) in Revans' formula L=P + Q accumulates from one action learning research initiative to another. Drawing on three inter-organizational action learning research initiatives, it shows how the L (learning) from conducting action learning in an initiative in one network built new P on network action learning research which was applied in two subsequent initiatives. The article contributes an understanding of how P accumulates from learning initiative to learning initiative and how its application contributes to the L of actionable knowledge…. [Direct]

Freeman, Shannon; Hausknecht, Simone; Martin, Jenny; Nash, Carrie; Skinner, Kelly (2021). Sharing Indigenous Knowledge through Intergenerational Digital Storytelling: Design of a Workshop Engaging Elders and Youth. Educational Gerontology, v47 n7 p285-296. Within many First Nations communities, storytelling, led by Elders recognized as knowledge holders, is a deeply valued aspect of teaching and learning history, language, place, culture, and Indigenous Knowledge. The purpose of this study was to design and evaluate the first iteration of an intergenerational digital storytelling workshop that brought Elders and school children from a First Nations community in Canada together to co-create digital stories and share local Indigenous Knowledge. Using a community-based participatory research approach, the research team, school, and community members designed and implemented a ten-session program held during a six-week period. Thirty-one grade six and seven students were paired with thirteen Elders. Elders told a range of stories including personal experiences, legends, and local knowledge of hunting and medicine. Students created a digital version of the stories, adding images, sound, and music. Students learned about local knowledge,… [Direct]

Carleton, Sean (2021). 'The Children Show Unmistakable Signs of Indian Blood': Indigenous Children Attending Public Schools in British Columbia, 1872-1925. History of Education, v50 n3 p313-337. This article reveals that, contrary to common knowledge, schooling for Indigenous and non-Indigenous children in British Columbia — Canada's westernmost province — was not strictly segregated in the late nineteenth and early twentieth centuries. Officially, government policy stipulated that Indigenous children should attend separate day and residential schools funded by the federal government and run by Christian missionaries. In practice, however, many Indigenous children attended public schools well into the twentieth century. To document Indigenous children attending public schools between 1872 and 1925, a range of archival sources are used, including public school records and correspondence, Department of Indian Affairs records and school photographs. In demonstrating that Indigenous children attended public schools in British Columbia, and in greater numbers than has previously been understood, the article also shows how government policy concerning schooling was negotiated,… [Direct]

Edwards, Kirsten T.; Shahjahan, Riyad A. (2021). Navigating Student Resistance towards Decolonizing Curriculum and Pedagogy (DCP): A Temporal Proposal. Teaching in Higher Education, v26 n7-8 p1122-1129. A concerted attempt to offer a temporal lens (the way we make sense of and relate to time changes) underlying decolonizing pedagogy and curriculum (DCP) remains absent. Drawing on student resistance as an entry point, we offer a temporal account of DCP by unearthing the entanglements between past, present, and future underlying DCP enactments. We explore timescapes shaping DCP from three specific temporal perspectives on student resistance: a) student orientations to the past, b) student perspectives on present allocations of time and c) student orientations to the future. We argue that to deliver DCP effectively, educators need to engage the temporal aspects of DCP, particularly students' temporal assemblages receiving and engaging with DCP. We suggest that future DCP research and enactments require probing the entangled timescapes underlying HE institutions, disciplines, classrooms, students' lives, and past/future aspirations…. [Direct]

Ayub Sheik; Niranjan Casinader (2021). Educational Neoliberalism and the Annexation of Literacy: A Cautionary Tale in the Asia-Pacific Context. Education in the Asia-Pacific Region: Issues, Concerns and Prospects One of the key facets of educational globalisation has been the increasing diffusion of learning programmes based on 'Western' principles, whether this is in the context of school curriculum frameworks, educational policy, or standalone 'international education programmes' (Casinader, Culture, transnational education and thinking: Case studies in global schooling, 2014). This has included the adoption of Euro-American concepts of literacy, ostensibly preparing people to participate in and receive the benefits of the globalised economy. Within this transition, the regard for existing local systems of education has been limited; principles of 'Western' education have been promoted as inevitably intellectually superior and dominant. Whilst the promotion of global literacy through organisations such as the United Nations recognises the multiplicities of literacy (Parr and Campbell, International Review of Education, 58(4), 557-574, 2012) that exist, this process has also seen the… [Direct]

Marker, Michael (2019). Indigenous STEM Success Stories as Disquieting Decolonization: Thoughts on New Times and, Old Thoughts about Place-ness. Cultural Studies of Science Education, v14 n1 p199-204 Mar. While some Indigenous individuals have achieved "success" in STEM careers, persistent questions from many Indigenous scholars and communities about epistemic dominance at universities remain. Going beyond student achievement, this essay regards the centering of local Indigenous place based knowledge as a paradigm shifting move for universities. "Thinking into places" is more than an equity move to include Indigenous minds in university spaces, it is an undertaking to actually advance and transform STEM fields and all university disciplines. [This essay addresses issues raised in Janet Page-Reeve et al.'s paper entitled: "Wayfinding as a concept for understanding success among Native Americans in STEM: 'learning how to map through life'" (EJ1208482).]… [Direct]

Ayse Okur (2024). A Longitudinal Analysis of Racialized and Gendered Community College Access: The Role of Institutional Contexts and Labor Market Conditions in Shaping First-Time Enrollment. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. This study investigates the associations between institutional and labor market contexts and first-time community college enrollment patterns across racial and gender lines from 2017 to 2021. The findings demonstrate that the COVID-19 pandemic exacerbated existing racial and gendered disparities in community college access, particularly affecting students of color and intensifying challenges faced by minority-serving community colleges. Guided by the principles of the Quantitative Critical Race Methodology, the discussion of the findings contextualizes access to community colleges within various institutional settings and labor market conditions, exploring themes such as marginalization, affordability, and economic susceptibility among students of color. The findings highlight the resilience and strategic importance of Asian American Native American Pacific Islander Serving, Predominantly Black, and Hispanic Serving community colleges. Finally, the study reveals policy considerations… [Direct]

(2022). Advancing Integrated and Inclusive Programs for Preschool-Aged Children. Washington State Department of Children, Youth, and Families This is a technical report of agency actions and legislative recommendations for programs regulated by the state or government-to-government responsibilities that must be met for children aged 3-5. As changes in PreK services affect enrollment in birth-3 and school-age care, impacts on these other programs are vital to alignment work. Partnering with tribal nations and Washington State Department of Children, Youth, and Families (DCYF) and the Office of Superintendent of Public Instruction (OSPI) advisory groups to implement the Centennial Accord is essential to this work. The state honors tribal sovereignty and sustains government-to-government partnerships with tribes. Input from native families and tribal representatives are embedded in this report…. [PDF]

Priscilla Settee (2016). Indigenous Women Charting Local and Global Pathways Forward. English Journal, v106 n1 p45-50. Understanding North American colonial history is vital for all Canadian students so they can gain insight into the Indigenous experience and learn how to be allies in the important work of decolonization. This article will explain historical and contemporary forces that have shaped the lives of Indigenous girls and women in the hope of inspiring ideas that can help in the development of youth leadership. This article will also describe some methodologies that the author and their colleagues used with students as part of their university experience. These methodologies can be adapted for high school students and used for training young leaders and building broader alliances…. [Direct]

Shin, Anne-Marie; Sisson, Jamie Huff; Whitington, Victoria (2020). "Teaching Culture through Culture": A Case Study of Culturally Responsive Pedagogies in an Australian Early Childhood/Primary Context. Journal of Research in Childhood Education, v34 n1 p108-126. This article presents the findings from a case study focused on understanding how cultural models of education are brought together in dialogue to re-imagine education. The use of cultural models theory provided a useful framework for exploring how teachers, leaders, children, and families at Westside Primary School orchestrated multiple perspectives to re-imagine their figured world as culturally responsive. Findings suggest the principles from two cultural models of education — Reggio Emilia and a pedagogical framework called the Nunga Way, informed by local Australian Aboriginal First Nations peoples — were significant for local culturally responsive pedagogy…. [Direct]

Fakoyede, Sina J.; Otulaja, Femi S. (2020). Beads and Beadwork as Cultural Artifacts Used in Mediating Learners' Agentic Constructs in Science Classrooms: A Case for Place-Based Learning. Cultural Studies of Science Education, v15 n1 p193-210 Mar. This paper explores the ways learners respond to and express themselves while interacting with cultural artifacts or cultural realia, "beads and beadwork," used to mediate the teaching and learning of life science concepts in a science classroom. South African policies, enacted in the National Curriculum Statement (NCS) and the Curriculum and Assessment Policy Statement (CAPS), mandate that a culturally responsive pedagogy be used to teach indigenous learners in order to assist them in learning science concepts. Hence, the choice of beads and beadwork, which are cultural artifacts found in learners lived world as realia, creating an enabling context accessible to teachers and learners. This study was conducted in periurban Black township schools near a metropolitan city in South Africa. In order to achieve a thick description (Geertz in The interpretation of cultures, Basic Books Publishers, New York, 1973) of class interactions between the teacher and her learners in using… [Direct]

Carusi, F. Tony; Niwa, Timu (2020). Learning Not to Be Poor: The Impossible Position of Teachers in Aotearoa New Zealand Education Policy Discourse. Asia-Pacific Journal of Teacher Education, v48 n1 p30-44. The relationship between poverty and education is a longstanding issue for education policy, research, and practice. Through a policy as discourse approach, this article focuses on the work policy does to define education as a solution to poverty. Recent policy discourses in Aotearoa have positioned the teacher as the most important factor in raising student achievement irrespective of socio-economic factors like poverty. However, by linking student achievement to economic success, those policy discourses also position teachers as a remedy to poverty. This article considers the ways two Aotearoa education policies, Ka Hikitia and Investing in Educational Success, impossibly position teachers between needing to ignore and remedy poverty. The analyses show how both policies impossibly position teachers by reducing education to learning and students and teachers to learners. By positioning teachers as responsible for learning, policies are able to displace structural and historical… [Direct]

Dewantara, I Putu Mas; Sanjaya, Dewa Bagus; Suartama, I Kadek; Suastika, I Nengah; Sukadi (2021). The Implementation of Balinese Folflore-Based Civic Education for Strengthening Character Education. Cypriot Journal of Educational Sciences, v16 n1 p303-316. The objective of this study is to analyse the affectivity of satua (Balinese folklore)-based character education in the instructions of civic education in primary schools in Buleleng Regency, Bali. This study used the experimental design in testing the affectivity of folklore-based instructions in the competency and character of primary school students. The instruments used to collect data in this study were questionnaires, test of learning outcomes, score inventory and self-evaluation. The questionnaire was designed to find out the feasibility of folklore-based instructions. The test on learning outcomes was used to find out their scores. The data analysis used the multivariate analysis of variance. The results of the study indicated that a) learning using Balinese folklore is better than conventional learning in students' civic knowledge, b) learning using Balinese folklore is better than conventional learning in students' attitude and c) learning using Balinese folklore is better… [PDF]

Harrison, Neil (2017). Putting Oneself in the Shoes of Another: Issues of Empathy and Intercultural Understanding in the Australian Geography Curriculum. International Research in Geographical and Environmental Education, v26 n4 p269-280. Geography is about the places that make up the world. A key focus of the new geography curriculum in Australia is on different ways of finding knowledge about those places. Yet there is limited demonstration in the curriculum and its elaborations of just how students might understand those places outside the realm of their own experience. In presenting geography education as a study "about" places, students (and teachers) are positioned as those who manage the order and balance of a human-centred world. Places are made to appear "useful" and profitable, always the object of study. I suggest that the onto-epistemic assumptions built into the Australian geography curriculum make it difficult for students and teachers to understand Aboriginal and Torres Strait Islander concepts of place outside their own experiences. Invoking notions of empathy throughout the curriculum as a means for working across differences is fraught by our limited ability to observe and listen… [Direct]

Kaewpanya, Nitikorn; Mangkhang, Charin; Pangchan, Watchara; Sombun, Tongsukh (2021). The "Mahaboworn" Model of Social Studies Learning Network Innovation to Develop of Indigenous History Learning Resources in Northern Thailand. Journal of Education and Learning, v10 n5 p177-186. The objective of this research is to: (1) explore historical background through a participatory workshop on the legend of Phra Nang Malika of Wiang Malika in Lanna; and (2) create indigenous history learning resources through mural painting and picture book, the legend of Phra Nang Malika, in Mae Ai Luang Temple Chiang Mai Province. The samples included the following: (1) 22 community leaders, monks, school administrators, teachers, village philosophers, and youth representatives; (2) 8 indigenous technologists; and (3) 5 learning management specialists. Purposive sampling was used to choose a total of 35 individuals. The instruments used in the research were an unstructured interview, a knowledge synthesis form to create murals, and a validity assessment form; and (4) a performance evaluation form for a picture book regarding indigenous history. Quantitative data were examined using statistical software to determine the mean and standard deviation. Qualitative data were analyzed… [PDF]

Akuhata-Huntington, Zaine; Foster, Shannon; Gillon, Ashlea; Merito, Mamaeroa; Naepi, Sereana; Oliver, Lisa; Parata, Nohorua; Ualesi, Yvonne (2020). COVID-19 and Indigenous Resilience. Higher Education Research and Development, v39 n7 p1377-1383. As a collective, we reflect on how COVID-19 has impacted Indigenous students at a personal, institutional and national level in Aotearoa/New Zealand, Australia and the Pacific…. [Direct]