Research/Scholarly/Creative Works

Journal Articles

• Manning R. (2023) He Hīnaki Tukutuku? A SWOT analysis of the Aotearoa New Zealand history curriculum refresh (Years 1-13). Te Pouhere Kōrero Special Edition(1).

• Harrison N., Stanton S., Manning R. and Penetito W. (2022) Teaching in the name of justice: empathy and vulnerability as a basis for understanding difficult histories. Pedagogy, Culture and Society 30(5): 681-696. http://dx.doi.org/10.1080/14681366.2020.1845786.

• Tolbert S., Mackey G., Manning R., Carter H. and Hayward B. (2020) Social Agency and Ecoliteracy: Seeds of Change for Teacher Education in Uncertain Climate Futures. Set: Research Information for Teachers Online First.

• Macfarlane A., Manning R., Ataria J., Macfarlane S., Derby M. and Clarke TH. (2019) Wetekia kia rere: the potential for place-conscious education approaches to reassure the indigenization of science education in New Zealand settings. Cultural Studies of Science Education 14(2): 449-464. http://dx.doi.org/10.1007/s11422-019-09923-0.

• Manning RF. and Harrison N. (2018) Narratives of Place and Land: Teaching Indigenous Histories in Australian and New Zealand Teacher Education. Australian Journal of Teacher Education 43(9) 4: 59-74. http://dx.doi.org/10.14221/ajte.2018v43n9.4.

• Torepe T., Macfarlane A., Macfarlane S., Fletcher J. and Manning R. (2018) Leading schooling in Aotearoa New Zealand: Understanding and supporting the weight of culture for Māori teachers. Journal of Educational Leadership Policy and Practice 33(2): 48-59.

• Torepe TK. and Manning RF. (2018) Cultural taxation: The experiences of Māori teachers in the Waitaha (Canterbury) province of New Zealand and their relevance for similar Australian research. The Australian Journal of Indigenous Education 47(2): 109-119. http://dx.doi.org/10.1017/jie.2017.20.

• Manning RF. (2017) Place-Consciousness and Bronfenbrenner's Ecological Systems Model: A Discussion of Recurring Issues that Undermine the Teaching of Indigenous Histories in New Zealand and Australian Schools. The Australian Journal of Indigenous Education 46(2): 148-159. http://dx.doi.org/10.1017/jie.2016.31.

• Manning RF. (2017) The New Zealand (school curriculum) 'history wars': The New Zealand Land Wars petition and the status of Māori histories in New Zealand schools (1877-2016). The Australian Journal of Indigenous Education : 11. http://dx.doi.org/10.1017/jie.2017.13.

• Manning RF. (2011) A Critical Pedagogy of Place? Te Ātiawa (Māori) and Pākehā (non-Māori) History Teachers' Perspectives on the Teaching of Local, Māori and New Zealand Histories. The Australian Journal of Indigenous Education 40: 102-111. http://dx.doi.org/10.1375/ajie.40.102.

• Manning RF., Macfarlane AH., Skerrett M., Cooper G., Andreotti V. and Emery T. (2011) A new net to go fishing: Messages from international evidence based research and kaupapa Māori research. The Australian Journal of Indigenous Education 40: 92-101. http://dx.doi.org/10.1375/ajie.40.92.

• Manning R. (2009) The status of Te Ātiawa histories of place in Port Nicholson Block (Wellington, Hutt Valley) secondary schools: Some research findings. Curriculum Matters 5: 5-24.

• Manning RF. (1999) History never repeats itself? Colonial historical trends confront National Administration Guidelines. New Zealand Annual Review of Education 9: 63-81.

Chapters

• Manning R., Hetet-Owen L., Puketapu T., Puketapu H. and Manning J. (2020) Tangata whenuatanga: Reflections on how place-based education approaches may assist kaiako enhance tiriti/treaty relationships in local communities. In Burns D; Gunn A; Purdue K; Surtees N (Ed.), Te Aotūroa Tātaki: Inclusive Early Childhood Education Perspectives on Inclusion, Social Justice and Equity from Aotearoa New Zealand, 2nd ed. Wellington: NZCER.

• Manning R., Martin J., Reyhner J., Steeves L. and Macfarlane A. (2020) Research regarding indigenous student learning outcomes in New Zealand, Canada, and the USA: Recurring themes. Handbook on Promoting Social Justice in Education: 2021-2039. http://dx.doi.org/10.1007/978-3-030-14625-2_101.

• Manning RF., Steeves L., Osmond-Johnson P., Furuta S. and Carr-Stewart S. (2020) Teacher Recruitment, Retention and Pedagogical Issues Confronting Indigenous Students and Communities in Northern Saskatchewan Schools. In Reyhner J; Martin J; Lockard L; Willard-Sakiestewa G (Ed.), Honoring Our Students: 145-163. Flagstaff, AZ: Northern Arizona University.

• Martin J., Reyhner J., Manning R., Steeves J. and Steeves L. (2020) Educational Leaders Building Relationships that Respect and Affirm Indigenous Identities. In Veenis JC; Berry JR; Robertson S (Ed.), Multiculturalism and Multilingualism at the Crossroads of School Leadership Cham, Switzerland: Springer, Cham.

• Teena H., Martin J., Whiteman L., Manning R., Reyhner J. and Steeves L. (2020) COVID-19 and its impact on Indigenous community resilience and schooling in New Zealand, USA and Canada: Some recurring messages for consideration. In Ratuva S; Ross T; Chrichtin-Hill Y; Basu A; Vakaoti P; Martin-Neuninger R (Ed.), COVID-19 and Social Protection - A study in Human Resilience and Social Solidarity Melbourne: Palgrave MacMillan.

• Martin J., Manning RF., Steeves L., Steeves J. and Reyhner JA. (2017) What Educational Leaders See as Important for Improving the Education of Indigenous Youth. In Reyhner JA; Martin J; Louise Lockard; Willard Sakiestewa Gilbert (Ed.), Honoring Our Teachers: 19-33. Flagstaff, AZ: Northern Arizona University.

• Manning R. (2012) Place-based education: Helping early childhood teachers give meaningful effect to the tangata whenuatanga competency of Tātaiako and the principles of Te Whāriki. In Gordon-Burns D; Gunn AC; Purdue K; Surtees N (Ed.), Te Aotūroa Tātaki: Inclusive early childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand: 57-73. Wellington: NZCER Press.

• Manning R. (2009) Place, Power and Pedagogy: The Potential that a Critical Pedagogy of Place May Hold for Enhancing Cross-cultural Conversations in New Zealand. In Quinlivan K; Boyask R; Kaur B (Ed.), Educational Enactments in a Globalised World: Intercultural Conversations: 51-64. Rotterdam: Sense Publishers.

Conference Contributions - Published

• Martin J., Reyhner J., Steeves L. and Manning RF. (2018) Leadership for beginning principals in a reservation/Indian serving school: Lessons learned. In.

• Hughes MW., Bello-Mendoza R., Cunningham M., Sharp K., McMeeking S. and Manning R. (2017) Towards integration of the Māori world view and engineering: A case study on student design projects for the Koukourārata community, Aotearoa/New Zealand. In Huda N; Inglis D; Tse N; Town G (Eds). Proceedings of the 28th Australasian Association for Engineering Education Conference (AAEE2017): 378-389. Sydney: Australasian Association for Engineering Education.

• Harasymchuk B. and Manning RF. (2014) Place Based Education: Challenging the neo-colonizing processes of the New Zealand and Canadian schooling systems. In.

• Manning RF. (2013) Te Tiriti o Waitangi i te Ao Mātauraka Māori - The Treaty of Waitangi in the New Zealand education system today: Some critical reflections on a critical pedagogy of place & teaching in progress. In.

• Manning RF. (2010) Place, Power and Pedagogy: The Status of Te Ati Awa Histories of Place In Port Nicholson Block Secondary Schools: A Description Of A Work In Progress. In Ngā Kete a Rēhua Inaugural Māori Research Symposium Te Waipounamu Proceedings Book: 123-127.

Conference Contributions - Other

• Henderson T., Martin J., Whiteman L., Manning R., Reyhner J. and Steeves L. (2021) COVID-19 and its impact on Indigenous Community Resilience and Schooling in New Zealand, The United Stated of America and Canada: Some Recurring Messages for Consideration and Discussion. Flagstaff, Arizona, USA.: 2021 Virtual American Indian / Indigenous Teacher Education Conference: Culturally Sustaining Practices for Teaching Indigenous Students, 24-26 Jun 2021.

• Tolbert S., Manning R., Mackey G., Hayward B. and Carter H-S. (2021) Critical hope: Seeds of change for preservice teachers in uncertain climate futures. Online: Strand 15 Symposium, Designing learning for just and resilient climate action, NARST, 10 Apr 2021.

• Henderson T. and Manning R. (2019) Working together for the benefit of Ngāti Waewae learners. Queensland University of Technology: Australian Association for Research in Education, 1-5 Dec 2019.

• Manning R. (2019) Colonial Schooling: Recurring narratives of land & place in Aotearoa (New Zealand) & Ireland. Institute of Education Colloquium, Dublin City University, St. Patrick's Campus, Dublin: 13-13 Jun 2019.

• Manning R. (2019) Colonization & implicit bias: Kāhui Ako engagement with Ngāti Waewae in Te Tai Poutini – reflecting on our cultural dispositions in the context of this place. Tūhuru, Arahura Marae, 1 Old Christchurch Road, Arahura.: Te Tai Poutini Kāhui AKo hui for West Coast Schools affiliated to Ngāti Waewae, 10 May-11 Aug 2019.

• Manning R. (2019) Colonization & Schooling: Narratives of land & place in Aotearoa (New Zealand). University of Porto, Porto: International Congress on Education and Learning, 19-21 Jun 2019.

• Manning R. (2019) Teaching Māori histories: The New Zealand Tomorrow’s Schools reforms (1984-89) and the New Zealand history (curriculum) wars - 1984-2019. Queensland University of Technology: Australian Association for Research in Education Conference: Educating for a Socially just World, 1-5 Dec 2019.

• Macfarlane AH., Macfarlane AH., Macfarlane S., Derby M., Taleni T. and Manning RF. (2018) Advancing Indigenous Initiatives in Higher Education and Research. University of Alaska Pacific, Anchorage: Advancing Indigenous Initiatives in Higher Education and Research Symposium - University of Alaska Pacific, 17-17 Oct 2018.

• Macfarlane AH., Macfarlane S., Derby M., Taleni T. and Manning RF. (2018) Advancing Indigenous Initiatives in Higher Education and Research. University of Alaska, Anchorage: Advancing Inidgenous Initiatives in Higher Education and Research Symposium - University of Alaska Anchorage, 17-17 Oct 2018.

• Macfarlane AH., Macfarlane S., Derby M., Taleni T. and Manning RF. (2018) Na Ganiyaatgym, Na Lagm & Ahi Kaa Roa: An International Conversation with Māori and New Zealand Teacher Educators. Dena'ina Centre, Anchorage: Na Gaaniyaatgm, Na Lagm & AHi Kaa Roa: An International Conversation with Māori and New Zealand Teacher Educators., 14-17 Oct 2018.

• McCarthy M., Manning RF., Ataria J. and Macfarlane AH. (2018) Wetekia kia rere: Place-conscious education approaches to reassure the Indigenization of science education. The University of Auckland: 8th Biennial International Indigenous Research Conference (Ngā Pae o te Māramatanga), 13-16 Nov 2018.

• Cavanagh T., Macfarlane A., Gabriel M., Macfarlane S., Manning RF., London P. and Putnam P. (2017) Strengthening relationships to respond to challenging behaviors of culturally diverse children in schools in New Zealand and the United States. San Francisco: National Association for Ethnic Studies 45th Annual Conference, 23-25 Mar 2017.

• Hunt A., Macfarlane A., Manning R. and Stephens C. (2017) NZARE Conference symposium presentation entitled: University of Canterbury Post Graduate Education for Teachers: Partnership with Ngā Pūmanawa e Waru Education Trust. Participation by Local Teachers and Educators; Protection of Māori knowledge, language, culture and identity.. 20-22 Nov 2017.

• Manning RF. (2017) Place-Based Education: Helping ‘Best Start’ teachers to give more meaningful effect to the Tangata Whenuatanga competency of Tātaiako. Rydges Hotel, Christchurch: 'Best Start' Annual Conference for Early Childhood Education Teachers, 6-6 May 2017.

• Manning RF. (2017) Place-consciousness and Bronfenbrenner’s ecological systems model: A discussion of recurring issues that undermine the teaching of Indigenous histories in New Zealand and Australian schools that are of relevance to Indigenous peoples of North America. Northern Arizona University, Flagstaff, Arizona: Honoring Place, Community and Culture: 8th American Indian / Indigenous Teacher Education Conference, 16-17 Jun 2017.

• Manning RF. (2017) Providing regional access to postgraduate education: The Treaty of Waitangi in Community, Education and Health Settings. Hamilton: University of Canterbury Post Graduate Education for Teachers: Partnership with Ngā Pūmanawa e Waru Education Trust. Participation by Local Teachers and Educators; Protection of Māori knowledge, language, culture and identity Symposium: Partnershi, 20-22 Nov 2017.

• Manning RF., Martin J., Steeves L., Macfarlane AH. and Reyhner J. (2017) What We Know and What We Can Do: Messages regarding Indigenous student learning outcomes.. Northern Arizona University, Flagstaff, Arizona: Honoring Place, Community and Culture: 8th American Indian / Indigenous Teacher Education Conference, 16-17 Jun 2017.

• Manning RF. (2016) Let's Talk Treaty: Me korero tātou mō te Tiriti. Pataka Museum, Porirua, New Zealand: Festival of the Elements, 6-6 Feb 2016.

• Manning RF. (2014) He Tuna Heke: A Pākehā Researcher's "tales from the stream", some critical reflections on the need for place-based education and place-consciousness in the design of research methodologies. Christchurch, New Zealand: Getting Back into Place Symposium: International Perspectives on Place-Concious Eucation, 20-20 Jan 2014.

• Manning RF. (2014) Treaty Education for teachers and students in New Zealand schools and the New Zealand Curriculum: Some critical reflections for the consideration of the Oregon Indian Education Association in their development of a Bill to amend the Oregon State curriculum to include Treaty & Indian Sovereignty Education. Warm Springs Reservation, OR, USA: Oregon Indian Education Association Summit, 11-13 Sep 2014.

• Manning RF. (2014) Trick or Treaty? A critical analysis of the impact of Pākehā (White) institutional biculturalisms and their influence upon Treaty Education programs for teachers in Canterbury New Zealand (related to the experiences of Canadian colleagues). Saskatoon, Canada: Wākōhtowin: Indigenizing Practice in Post Secondary Education - Linking Kindrid Spirits, 18-20 Sep 2014.

• Manning RF. and Te Aika LH. (2014) He Take Kōrero: Involving Ngāi Tahu community perspectives in the development of two post-graduate Treaty education courses and a recent film project to support indigenization processes at the University of Canterbury. Saskatoon, Canada: Wāhkōtowin: Indigenizing practice in Post Secondary Education - Linking Kindrid Spirits, 18-20 Sep 2014.

• Manning RF. (2013) Decolonization and Reinhabitation: Why we need a critical pedagogy of place for Early Childhood Education and Primary school teachers. Christchurch, New Zealand: Te Puāwaitanga o te Kākano, 22-22 Apr 2013.

• Manning RF. (2013) Pedagogies, protocols, place, and positioning of Indigenous Studies: A Pākehā (White) New Zealand Academic's perspective. University of Queensland, St Lucia Campus, Australia: Australian Indigenous Studies Learning and Teaching Network National Workshop, 25-25 Oct 2013.

• Manning RF. (2013) The status of Māori histories in schools and ECE Centres: Some reflections on the potential of place-based education models to breath new life into the Treaty relationship (2003-13). New Zealand Parliament, Wellington, New Zealand: Quality Public Education Forum, 5-5 Dec 2013.

• Manning RF. and Colvin G. (2013) De-colonizing the profession of teaching: Some critical reflections. Christchurch, New Zealand: Te Puāwaitanga o te Kākano, 22-22 Apr 2013.

• Manning RF. (2012) Contemporary issues/challenges in urban New Zealand settings and shared visions from New Zealand (the need to build international alliances with other indigenous peoples and Treaty/anti-racism educators). University of New Brunswick, Fredericton, Canada: Urban Aboriginal Knowledge Network (UAKN) Inaugural Lecture, Atlantic Research Centre Colloquium Series, 21-21 Sep 2012.

• Manning RF. (2012) Place-Based Education: Helping Primary School Principals and Teachers to give Meaningful Effect to the Tangata Whenuatanga Competency of Tātaiako and the Crown's (1989) 'Principles for Action' on the Treaty of Waitangi. Christchurch, New Zealand: Canterbury Christchurch Principals' Association (CPPA), 27-27 Jun 2012.

• Manning RF. (2012) Shared historical experiences during the 'pre-colonial' and 'contact' eras in New Zealand. University of New Brunswick, Fredericton, Canada: Urban Aboriginal Knowledge Network (UAKN) Inaugural Lecture, Atlantic Research Centre Colloquium Series, 21-21 Sep 2012.

• Manning RF. (2012) Te Tiriti i te Ao Mātauranga: The Treaty of Waitangi in the New Zealand Education System Today and Some Reflections on a Critical Pedagogy of Place and Work In Progress. Lakehead University, Thunder Bay, Canada: Indigenous and Place Responsive Learning Across Cultures and Geographies Symposium, 15-17 Sep 2012.

• Colvin G., Torepe T. and Manning R. (2011) White teachers in brown spaces: Transformative education for white teachers in New Zealand: What works? Surfers Paradise, Australia: Australian Critical Race and Whiteness Studies Association (ACRAWSA) Conference, 7-9 Dec 2011.

• Manning R. (2009) Place, Power and Pedagogy: The Status of Te Ātiawa histories of place in Port Nicholson Block (New Zealand) Secondary Schools and Its International Implications. Spokane, WA, USA: 5th International Globalization, Diversity, & Education Conference, 26-28 Feb 2009.

• Manning R. (2009) The potential benefits and barriers confronting a place-based education partnership between the Te Ātiawa tribe and some New Zealand secondary schools: Their relevance for Native Alaskan and Native American communities. Portland, OR, USA: NAAEE's 38th Annual Conference, 7-10 Oct 2009.

Reports

• Horton T. and Manning R. (2022) Pacific Enhancement (Working Group 5) Audit Report. University of Canterbury Self-review (2022). Christchurch University of Canterbury. In Pacific Enhancement (Working Group 5) Audit Report. University of Canterbury Self Review., University of Canterbury. Commissioned by UC Academic Board. 1-12.

• Cooper G., Skerrett M., Andreotti V., Manning R., Macfarlane A. and Emery T. (2010) Key Best Evidence Synthesis (BES): Findings for whānau and iwi.Commissioned by Ministry of Education. 58pp.

• Cooper G., Skerrett M., Andreotti V., Manning RF., Macfarlane AH. and Emery T. (2010) Key Best Evidence Synthesis (BES) Findings for Whānau and Iwi: Final Technical Report.Commissioned by New Zealand Ministry of Education.

• Manning R. (2007) Te Hapuoneone: A distant echo from the past? A Scoping Report on the Te Hapuoneone Land Alienation Claims (WAI 1020/1282).Commissioned by Waitangi Tribunal, Ministry of Justice, Wellington. 65pp.

• Manning RF. (2004) Community Consultation and Engagement Guidelines: A Tool Kit for the Capital & Coast District Health Board.Commissioned by Capital and Coast District Health Board (Wellington).

Oral Presentations

• Manning RF. and Cooper GW. (2018) Submission to the Māori Affairs Select Committee: The teaching of 'New Zealand Colonial Histories' and More broadly, Māori Histories in New Zealand School Curricula (particularly at secondary school level). New Zealand Parliament, Wellington: Māori Affairs Select Committee Inquiry into the Teaching of New Zealand Colonial Histories, 19 Oct 2018.

• McCarthy M., Manning RF., Ataria J. and Macfarlane AH. (2018) Wetekia kia rere: Place-conscious education approaches to reassure the Indigenization of science education. University of Auckland: 8th Biennial International Indigenous Research Conference (Ngā Pae o te Māramatanga), 14 Nov 2018.

• Henderson TM. and Manning R. (2016) Ngāti Waewae Mana Whenua. Tūhuru, Arahura Marae, 1 Old Christchurch Road, Arahura, West Coast: Greymouth High Schools teacher only day, 01 Aug 2016.

• Manning RF. (2013) Helping New Zealand School principals and teachers to give meaningful effect to the Tangata Whenuatanga competency of Tātaiako and the Crown's (1989) 'principles for action' on the Treaty of Waitangi. Public Presentation, University of Regina, Saskatchewan, Canada.

• Manning RF. (2013) Place-based education with indigenous learners: Implications for Teachers' Education in New Zealand and Canada. University of Saskatchewan, Saskatoon, Canada: International Indigenous Visiting Scholar Series, International Indigenous Visiting Scholar Series.

• Manning RF. (2013) Treaty education for teachers of history in New Zealand: Some reflections with regard to the work of the Canadian Truth and Reconciliation Commission's National Event, Vancouver. University of British Columbia First Nations' House of Learning, Vancouver, Canada: Colloquium hosted by the Centre for the Study of Historical Consciousness and the Faculty of Indigenous Education.

• Skerrett M., Manning R., Macfarlane A., Cooper G., Andreotti V. and Emery T. (2010) Key BES Findings for Whānau and Iwi. Wellington, New Zealand: Presentation of report to Ministry of Education.

• Manning RF. (2009) Place, Power & Pedagogy: Some reflections from New Zealand. Grand Teton Science School, Jackson Hole, WY, USA: International Place Based Education Summit, 16 Apr 2008.

Theses / Dissertations

• Manning RF. (2009) Place, power and Pedagogy: A critical analysis of the status of Te Ātiawa histories of place in Port Nicholson Block secondary schools and the possible application of place-based education models. Wellington, New Zealand. Victoria University of Wellington.

Software / Code

• Bellingham K. and Manning RF. (Ed.) (2006) Step into a World where a Nation was Born: The Treaty of Waitangi Interactive Resource. .

Film/Video

• Manning RF., Te Aika LH., Brown L. and Hipango E.(2014) He Take Kōrero: Local Ngāi Tahu Perspectives on the role of the Treaty of Waitangi in Education today. [DVD]. 50 minutes.

Student Supervision

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Current
• PhD - Henderson T: Ko Tuhuru, ko toku Turangawaewae, ko nga Tumanako: Place, partnership & participation
• PhD - Tisi S: How immigrant parents teach culture to their children: A case study of Bangladeshi, Indian, Pakistani, Sri Lankan and Nepalese families in Christchurch
Completed
• PhD - Barratt TA: Creating a Pedagogy of Place for the Arts: A Case for Reforming Secondary Art Education in Jamaica. (2014)
• PhD - Harasymchuk B: Place-based education & critical pedagogies of place: teachers challenging the neocolonizing processes of the New Zealand and Canadian schooling systems. (2015)
• PhD - Puloka-Luey EC: Matangia ‘i Namo : science teachers’ and students’ conceptualisations of local environmental and climate change issues : talanoa from Ha‘apai and Port Vila (2022)
• Masters - Clarke T: He konohi kainukere: An exploration of the factors that encourage student retention in senior te reo Maori programmes in English medium secondary schools in Canterbury (2011)
• Masters - Stark R: Teacher educators' reflections on their constructs of biculturalism in practice. (2014)
• Masters - Torepe T: The Cultural Taxation of Maori Teachers: Maori Teachers reflect upon their teaching experiences in the Waitaha (Canterbury) region, New Zealand (2011)

Review and Refereeing

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• Australian Journal of Indigenous Education ( 2015 - 2023)
• Curriculum Matters ( 2017 - 2023)
• New Zealand Journal of Educational Studies ( 2010 )

Research Groups

Future Research

• Richard's current research interests focus on Treaty Education in New Zealand and North American settings and the potential contributions of critical pedagogies of place and place conscious education