, inclusive, and culturally relevant in nature. Aotearoa NZ Similar to experiences outlined in both the Canadian and Australian contexts above, state PE in Aotearoa NZ has historically been underpinned by racist stereotypes of Māori physicality ( Hokowhitu, 2003 , 2004a , 2004b , 2008 ). Twenty years ago
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The Pedagogization of Traditional Indigenous Games in Canada, Australia, and Aotearoa New Zealand
Tom Fabian, Steven Rynne, Jeremy Hapeta, and Audrey R. Giles
“Wow! They’re Teaching Each Other”: Primary Teachers’ Perspectives of Implementing Cooperative Learning to Accomplish Social and Emotional Learning in Aotearoa New Zealand Physical Education
Ben Dyson, Donal Howley, and Yanhua Shen
and pedagogical practices with a strong emphasis in education outside the classroom, health education, and PE, and a connection to the indigenous Māori peoples of Aotearoa NZ ( Dyson et al., 2019 ). It emphasizes five key competencies to promote well-being and local culture: relating to others
Conflict and Harm in the Context of Restorative School Physical Education
Michael A. Hemphill, Emily M. Janke, Santos Flores, and Barrie Gordon
with other ethnic groups, including Maori (16%), Asian (14%), and Pacifica (12%). As a measure of student engagement, schools in the Wellington region reported a number of “stand-downs,” referring to punitive disciplinary measures, such as school suspension. Capital College had approximately nine stand
