Abstract
Many students from indigenous or minority cultures have experienced the challenge that comes from living one’s own culture and trying to speak one’s own language when it is surrounded and overpowered by another more powerful culture and language (Glynn, Berryman, & Atvars, 1996). This situation has and continues to lead to the loss of culture, language and identity and it is further exacerbated when one’s lived experiences are pathologised and minoritised (Bishop, Berryman, Tiakiwai, & Richardson, 2003; Shields, Bishop, & Mazawi, 2005).
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Berryman, M. (2014). Relational and Culturally Responsive Indigenous Approach to Belonging and Inclusion. In: Wills, R., Morton, M., McLean, M., Stephenson, M., Slee, R. (eds) Tales from School. Studies in Inclusive Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-893-0_18
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DOI: https://doi.org/10.1007/978-94-6209-893-0_18
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