AbstractThe contention that diversity in education is in the global arena and considered the norm is a relatively recent phenomenon. Pockets of consciousness about culturally responsive pedagogies have developed over time and the movement toward an equitable positionality for minoritised learners has been liberating of many indigenous societies' aspirations. It is not, however, without challenges. This paper sets out to describe a selection of 'classic' studies from the 1990s, and to discuss some key imperatives that rationalise their durability over time, and their relevance in the present. Attention is then turned toward research and policies related to the provision of Māori students' education generated in Aotearoa New Zealand during the past two decades. The paper concludes by reporting on a unique iwi-based (tribe-based) research project embedded in iwitanga (tribal protocols) while simultaneously nested within te ao Māori: the Māori world. This project sheds light on the reasons for some Māori secondary students' educational success, and suggests that the characteristics these students share will continue to bring them success in the future.
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