This book provides a comprehensive overview of navigating the on-going systemic challenges, hardships, and problems facing many indigenous teacher education programs today, helping to foster a commitment to developing quality indigenous teacher education programs that are sustainable, distinctive and excellent. However, despite a growing cadre of indigenous peoples working in teacher education, there is still a noticeable gap between the uptake of what is being taught in conventional teacher education programs, and how this translates to what we see student teachers doing in the classroom. The often tricky and complex nature of indigenous teacher education programming also means that there are multiple realities, approaches and pathways that require greater communication, collaboration, and cooperation. The very nature of this complexity, the book suggests, requires a strength-based and future-focused approach built on trust, integrity, courage and respect for indigeneity, as well as an understanding of what it means to be indigenous. The examples and experiences presented identify a number of promising practices that work well in current indigenous teacher education programs and beyond. By promoting a greater appreciation for the inclusion of culturally relevant practices in teacher education, the book aims to breathe new life into the hopes, dreams, and aspirations of indigenous teacher education programs moving forward.

This book provides a comprehensive overview of navigating the on-going systemic challenges, hardships, and problems facing many indigenous teacher education programs today, helping to foster a commitment to developing quality indigenous teacher education programs that are sustainable, distinctive and excellent. However, despite a growing cadre of indigenous peoples working in teacher education, there is still a noticeable gap between the uptake of what is being taught in conventional teacher education programs, and how this translates to what we see student teachers doing in the classroom. The often tricky and complex nature of indigenous teacher education programming also means that there are multiple realities, approaches and pathways that require greater communication, collaboration, and cooperation. The very nature of this complexity, the book suggests, requires a strength-based and future-focused approach built on trust, integrity, courage and respect for indigeneity, as well as an understanding of what it means to be indigenous. The examples and experiences presented identify a number of promising practices that work well in current indigenous teacher education programs and beyond. By promoting a greater appreciation for the inclusion of culturally relevant practices in teacher education, the book aims to breathe new life into the hopes, dreams, and aspirations of indigenous teacher education programs moving forward.

With less than two percent of the total Maori population holding a doctorate, the need for Maori leadership planning in academia has never been greater. The purpose of this book is to present the experiences of new and emerging Maori academics as a guide for others aspiring to follow. In 2010 Professor Sir Mason Durie oversaw the creation of the Te Manu Ao Academy at Massey University, designed to advance Maori academic leadership. In partnership with Nga Pae o te Maramatanga, the course looked to develop participants' thinking around effective leadership principles, values and ideas. This book grew from that programme, in response to the need to create the space for new and emerging Maori academic leaders to speak openly about what leadership means both personally and professionally.

Kapa haka (Maori dance group) is a cultural phenomenon unique to Aotearoa New Zealand. Part of what makes this performing art so unique is how it engages individuals to express themselves in a very powerful, creative and dynamic manner. In contrast, however, investigating the educational benefits associated with Maori students participating in kapa haka in New Zealand mainstream secondary schools, remains relatively unexplored. As a way of seeking to understand this cultural phenomenon, 20 Maori kapa haka students and 27 teachers were invited to share their experiences and perceptions about kapa haka and in particular, to consider how kapa haka engages Maori students to learn. As a result, the study revealed quite emphatically that not only does kapa haka provide Mori students with a culturally appropriate and responsive learning experience but that they also, feel more optimistic and confidence about attending school. Based on the implications of the findings, a culturally responsive learning strategy is highlighted to enable mainstream secondary schools and teachers to better evaluate their own teaching and learning approaches when working with Maori students in these settings.