An Ontological Perspective on the Development of Home–School Partnership Relationships with Indigenous Communities von Hindle, Rawiri, Hynds, Anne, Averill, Robin, Meyer, Luanna, Faircloth, Susan

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Culturally responsive pedagogies in the classroom: indigenous student experiences across the curriculum von Savage, Catherine, Hindle, Rawiri, Meyer, Luanna H., Hynds, Anne, Penetito, Wally, Sleeter, Christine E.

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Being, Flow and Knowledge in Māori Arts Education: Assessing Indigenous Creativity von Hindle, Rawiri, Hynds, Anne S., Phillips, Hazel, Rameka, Lesley

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Te Kotahitanga: a case study of a repositioning approach to teacher professional development for culturally responsive pedagogies von Hynds, Anne, Sleeter, Christine, Hindle, Rawiri, Savage, Catherine, Penetito, Wally, Meyer, Luanna H.

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School expectations and student aspirations: The influence of schools and teachers on Indigenous secondary students von Hynds, Anne, Averill, Robin, Hindle, Rawiri, Meyer, Luanna

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Culturally responsive pedagogies in the visual and performing arts: Exemplars, missed opportunities and challenges von Hindle, Rawiri

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The Impact of Teacher Professional Development to Reposition Pedagogy for Indigenous Students in Mainstream Schools von Hynds, Anne S., Hindle, Rawiri, Savage, Catherine, Meyer, Luanna H., Penetito, Wally, Sleeter, Christine

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Being, flow and knowledge in Maori arts education : assessing Indigenous creativity von Rawiri Hindle, Anne S. Hynds, Hazel Phillips, Lesley Rameka

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