Bakalevu, S. (2000). Ways of mathematising in Fijian society (Module Five, Pacific cultures in the teacher education curriculum series). Suva: Institute of Education/UNESCO Chair, USP.
Barrow, R. (1990). Culture, values and the language classroom. In B. Harrison (Ed.), Culture and language classroom (pp. 3–10). Hong Kong: British Council.
Bernstein, B. (1995). Pedagogy, symbolic control and identity theory, research and critique. Bristol: Francis & Taylor.
Castellano, M. B. (2004). Ethics and aboriginal research. Journal of Aboriginal Health, 1(1), 98–114.
Cortazzi, M. (1990). Cultural and educational expectations in the language classroom. In B. Harrison (Ed.), Culture and the language classroom (pp. 54–65). Hong Kong: British Council.
Eagly, A. H., & Chaiken, S. (1998). Attitude structure and function. In D. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), Handbook of social psychology (4th ed., pp. 269–322). New York: McGraw Hill.
Giroux, H. A. (1992). Border crossings: Cultural workers and the politics of education. New York: Routledge.
Harris, S. (1980). Culture and learning: Tradition and education in Northeast Arnhem Land. Darwin: Department of Education.
Hess, R. D., & Shipman, V. C. (1965). Early experience and socialization of cognitive modes in children. Child Development, 36, 869–886.
Helu, I. F. (1999). Personal communication.
Johannson-Fua, S. (2006). Sustainable Livelihood and Education Project (SLEP): Final report. Suva: IOE/USP.
Johnson, M., & Ruttan, R. (1992). Traditional ecological knowledge of the Dene: A pilot project. In M. Johnson (Ed.), Lore: Capturing traditional ecological knowledge. Ottawa: CIDRC.
Kalavite, T. (2010) Fononga ‘a fakahalafononga: Tonga Students’ journey to academic achievement in New Zealand tertiary education. Unpublished PhD thesis, Waikato University, Hamilton, N.Z.
Kelen, C. (2002). Language and learning orthodoxy in English classrooms in China. Education Philosophy and Theory, 34(2), 223–237.
Maka, L., et al. (2006). Emerging themes and methodologies from educational research in Tonga. Suva: University of the South Pacific.
Manu’atu, L. (2000). Tuli ke ma’u hono ngaahi malie: pedagogical possibilities for Tongan students in New Zealand secondary schools. D.Ed. thesis, University of Auckland, New Zealand.
Maua-Hodges, T. (2001). Tivaevae. Personal communication.
Nabobo, U. (2000). Incorporating local knowledge in teaching about education and society: A Fiji case study (Module three, Pacific cultures in the teacher education curriculum series). Suva: Institute of Education/UNESCO Chair, USP.
Nabobo, U. (2003). Indigenous Fijian educational ideas. In K. Thaman (Ed.), Educational ideas from Oceania. Suva: UNESCO Chair/IOE.
Nabobo, U., & Teasdale, J. (1995). Education for cultural identity. Prospects, 25(4), 695–706.
Nabobo-Baba, U. (2006). Knowing and learning: An indigenous Fijian approach. Suva: IPS/USP.
Naisilisili, S. (2011). ‘Iluvatu – traditional knowledge of Cu’u, a Fijian case study. Unpublished Ph.D. thesis, University of the South Pacific, Fiji.
Ramirez, M., & Castaneda, A. (1974). Cultural democracy, biocognitive development and education. New York: Academic.
Riley, P. (1985). Discourse and learning. London: Longman.
Sanga, K. (2000). Learning from indigenous leadership (Module Six, Pacific cultures in the teacher education curriculum series). Suva: Institute of Education/UNESCO Chair, USP.
Schnarch, B. (2004). Ownership, Control, Access, and Possession (OCAP) or self-determination applied to research. Journal of Aboriginal Health, 1(1), 80–95.
Silipa. (2005). Tanaafiofa’amalama: A light within a light. Unpublished PhD thesis, Canterbury University, Christchurch, N.Z.
Smith, L. (1999). Decolonising methodologies: Research and indigenous peoples. London: Zed Books.
Stryker, S., & Statham, A. (1985). Symbolic interaction and role theory. In G. Lindzey & E. Aronson (Eds.), Handbook of social psychology (3rd ed., Vol. 1, pp. 311–378). New York: Random House.
Tamasese, K., Peteru, C., & Waldegrave, C. (1997). Ole tae ao afua – The new morning. Samoan perspectives on mental health and culturally appropriate services (Research Report), Health Research Council, New Zealand.
Taufe’ulungaki, A. M. (2000). Vernacular languages and classroom interaction in the Pacific (Module two, Pacific cultures in the teacher education curriculum series). Suva: Institute of Education/UNESCO Chair, USP.
Taufe’ulungaki, A. M. (2002). Pacific education; Are there alternatives? In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of opportunity. Suva: Institute of Education, University of the South Pacific.
Thaman, K. H. (1988). Ako and faiako: Cultural values, educational ideas and teachers role perceptions in Tonga. Unpublished Ph.D. thesis, The University of the South Pacific, Suva.
Thaman, K. H. (1992). Towards a culture-sensitive model of curriculum development for Pacific Island Countries. Directions, 13(1), 1–11.
Thaman, K. H. (2000). Towards a new pedagogy: Pacific cultures in higher education. In R. Teasdale & M. Rhea (Eds.), Local knowledge and wisdom in higher education (pp. 43–50). Oxford: Pergamon Press.
Tupuola, A. M. (2000). Making sense of human development: Beyond western concepts and universal assumptions (Module Four, Culture in the teacher education curriculum series). Suva: Institute of Education/UNESCO Chair, USP.
Vaioleti, T. (2010). Talanoa, Manulua and Founga Ako. Unpublished Ph.D. thesis, Waikato University, Hamilton.
Widdowson, H. G. (1987). The roles of teacher and learner. ELT Journal, 41(2), 83–88.
Wright, T. (1987). Roles of teachers and learners. Oxford: Oxford University Press.