title: Amplifying Indigenous voices: Four Indigenous publishing houses

authors: Scaletti, Maria

abstract: Existing research in the field of Indigenous children’s literature is sparse but growing. A notable gap in the literature is the paucity of insight into Indigenous picturebook publishing. In preparation for a larger study of Indigenous publishing processes, in this study, we conducted a website analysis to explore the work of Indigenous publishing houses. From this data, we constructed four case studies focusing on Magabala Books (Australia), Black Bears and Blueberries Publishing (USA), Theytus Books (Canada), and Inhabit Media (Canada). Additionally, we present a close analysis of four recently published picturebooks from the publishing houses (one from each). In this article, we provide insights into the key themes underpinning the four Indigenous publishers, including a commitment to storytelling, collaboration, and education; the amplification and prioritization of Indigenous languages; the place of external funding; incorporation of Indigenous art; and the educational background of the authors and illustrators.

text: Amplifying Indigenous voices: Four Indigenous publishing houses Existing research in the field of Indigenous children’s literature is sparse but growing. A notable gap in the literature is the paucity of insight into Indigenous picturebook publishing. In preparation for a larger study of Indigenous publishing processes, in this study, we conducted a website analysis to explore the work of Indigenous publishing houses. From this data, we constructed four case studies focusing on Magabala Books (Australia), Black Bears and Blueberries Publishing (USA), Theytus Books (Canada), and Inhabit Media (Canada). Additionally, we present a close analysis of four recently published picturebooks from the publishing houses (one from each). In this article, we provide insights into the key themes underpinning the four Indigenous publishers, including a commitment to storytelling, collaboration, and education; the amplification and prioritization of Indigenous languages; the place of external funding; incorporation of Indigenous art; and the educational background of the authors and illustrators.

year: 2025

title: Identify Survey: Community and advocacy report

authors: Fenaughty, John

abstract: The Identify survey is the largest study focused on rainbow young people (aged 14-26) in Aotearoa New Zealand to date. This survey was live between February and August 2021. The research team is a diverse array of rainbow community youth organisations, leaders and researchers. The research team are united in our belief that excellent survey results can help inform ways in which we can improve rainbow lives in Aotearoa New Zealand and beyond. In total, 4784 rainbow young people and 434 of their allies took part in the survey. The findings in this report are based on the survey responses of rainbow young people.  Identify was very successful at generating a wide and diverse sample of rainbow young people, including 2045 (43%) who were currently in secondary education, 1640 (34%) who were in post-secondary education, and 1099 (23%) who were not in education but were either in paid or unpaid employment, or were unemployed. There was a good spread of ethnicities reported, and at a total-response level, 12% were Māori; 4% Pacific; 9% Asian; and 71% Pākehā, NZ European, or another European identity. There were also around 1% respectively of participants who were Middle Eastern, Latin American, African, or North American. For this age bracket, this distribution is disproportionally white and underrepresents Pacific populations, which is a limitation we recognise in our recommendations. Participants reported a wide array of gender identities and modalities. Broadly, 52% of participants were classified as cisgender women/girls (39%) or men/ boys (13%), 14% as trans men/boys or trans women/girls, 30% as non-binary and 4% as questioning their gender. Similarly, a wide array of sexualities was reported. Participants with intersex variations or variations of sex characteristics were also registered, accounting for approximately 1% of the cohort. Just over two in five participants were identified as disabled.

text: Identify Survey: Community and advocacy report The Identify survey is the largest study focused on rainbow young people (aged 14-26) in Aotearoa New Zealand to date. This survey was live between February and August 2021. The research team is a diverse array of rainbow community youth organisations, leaders and researchers. The research team are united in our belief that excellent survey results can help inform ways in which we can improve rainbow lives in Aotearoa New Zealand and beyond. In total, 4784 rainbow young people and 434 of their allies took part in the survey. The findings in this report are based on the survey responses of rainbow young people.  Identify was very successful at generating a wide and diverse sample of rainbow young people, including 2045 (43%) who were currently in secondary education, 1640 (34%) who were in post-secondary education, and 1099 (23%) who were not in education but were either in paid or unpaid employment, or were unemployed. There was a good spread of ethnicities reported, and at a total-response level, 12% were Māori; 4% Pacific; 9% Asian; and 71% Pākehā, NZ European, or another European identity. There were also around 1% respectively of participants who were Middle Eastern, Latin American, African, or North American. For this age bracket, this distribution is disproportionally white and underrepresents Pacific populations, which is a limitation we recognise in our recommendations. Participants reported a wide array of gender identities and modalities. Broadly, 52% of participants were classified as cisgender women/girls (39%) or men/ boys (13%), 14% as trans men/boys or trans women/girls, 30% as non-binary and 4% as questioning their gender. Similarly, a wide array of sexualities was reported. Participants with intersex variations or variations of sex characteristics were also registered, accounting for approximately 1% of the cohort. Just over two in five participants were identified as disabled.

year: 2022

title: Developing an effective education reform model for indigenous and other minoritized students

authors: Bishop, Russell

subjects: indigenous

abstract: Educational disparities between indigenous Maori students and those of the majority continue to be a major issue in New Zealand. Te Kotahitanga, an iterative research and development programme, which commenced in 2001, supports teachers to implement a relationship-based pedagogy in their classrooms in order to improve Maori students' achievement in mainstream secondary schools. This article addresses the question of how gains in Maori students' achievement can be sustained and expanded. Schools, from an earlier phase of the project, in their 6th and 7th year of the programme were examined, using a theory-based model designed to evaluate and promote dimensions necessary for effective institutional support of the teaching innovation. This article demonstrates that schools that have been the most effective implementers of the intervention have seen the greatest gains made by Maori students in the 1st year of national assessments. This article then discusses effective leadership for addressing problems schools encountered while implementing the pedagogic reform.

text: Developing an effective education reform model for indigenous and other minoritized students Educational disparities between indigenous Maori students and those of the majority continue to be a major issue in New Zealand. Te Kotahitanga, an iterative research and development programme, which commenced in 2001, supports teachers to implement a relationship-based pedagogy in their classrooms in order to improve Maori students' achievement in mainstream secondary schools. This article addresses the question of how gains in Maori students' achievement can be sustained and expanded. Schools, from an earlier phase of the project, in their 6th and 7th year of the programme were examined, using a theory-based model designed to evaluate and promote dimensions necessary for effective institutional support of the teaching innovation. This article demonstrates that schools that have been the most effective implementers of the intervention have seen the greatest gains made by Maori students in the 1st year of national assessments. This article then discusses effective leadership for addressing problems schools encountered while implementing the pedagogic reform.

year: 2012