BrayboyB. M. J.FannA. J.CastagnoA. E.SolyomJ. A. (2012). Postsecondary education for American Indian and Alaska natives: higher education for nation building and self-determination. Hoboken, NJ: Wiley Periodoidcals, Inc.
2.
BruntonM.Kapa-BlairJ. (2014). Realising Indigenous imperatives through institutional transformation. In F. Cram, H. Phillips, P. Sauni & C. Tuagalu (Eds.), Māori and Pasifika higher education horizons (pp. 99–122). Emerald Group Publishing Limited. Bringley, UK.
3.
JohnsonR. K. (1998). The Hawaiian language and Hawaiian studies. In KaminsR. M.PotterR. E. (Eds.), Mālamalama: A history of the university of hawaiʻi (pp. 137–143). Honolulu, HI: University of Hawaiʻi Press.
4.
KameʻeleihiwaL. (2016). How do we transform the university of hawaiʻi at mānoa into a hawaiian place of learning? Generational perspectives: part 1. Hūlili: Multidisciplinary Research on Hawaiian Well-Being, 10(2016), 203–225.
5.
LarkinS. (2013). Indigenous standpoint and university corporate identity: transforming an organizational culture. In CravenR. G.MooneyJ. (Eds.), Seeding success in indigenous Australian higher education (pp. 227–250). Bringley, UK: Emerald Group Publishing Limited.
6.
LipeK. (2016). How do we transform the University of Hawaiʻi at Mānoa into a Hawaiian place of learning? Generational perspectives: part 2. Hūlili: Multidisciplinary Research on Hawaiian Well-Being, 10(2016), 227–243.
7.
McAllisterT. G.KidmanJ.RowleyO.TheodoreR. F. (2019). Why isn’t my professor Māori? A snapshot of the academic workforce in New Zealand universities. MAI Journal: A New Zealand Journal of Indigenous Scholarship, 8(2), 235–249.
8.
NaepiS. (2019). Why isn’t my professor Pasifika? A snapshot of the academic workforce in New Zealand universities. MAI Journal: A New Zealand Journal of Indigenous Scholarship, 8(2), 219–234.
PidgeonM. (2012). Transformation and indigenous interconnections: indigeneity, leadership, and higher education. In KennyC.FraserT. N. (Eds.), Living indigenous leadership: native narratives on building strong communities (pp. 136–149). Vancouver, BC: University of British Columbia Press.
11.
PidgeonM.ArchibaldJ.HawkeyC. (2014). Relationships matter: supporting aboriginal graduate students in British Columbia, Canada. Canadian Journal of Higher Education, 44, 1–21.
12.
PihamaL.Lee-MorganJ.SmithL. T.TiakiwaiS. J.Seed-PihamaJ. (2019). MAI Te Kupenga: supporting Māori and indigenous doctoral scholars within higher education. AlterNative: An International Journal of Indigenous Peoples, 15(1), 52–61. https://doi.org/10.1177/1177180119828065
13.
ReyesN. A. S.WrightE. K.Goodyear-KaʻōpuaN.OliveiraK. R. K. N. (2020). Embodying Haumea: Wāhine scholars cultivating kanaka independence/ts in the academy. International Journal of Qualitative Studies in Education, 33(2), 240–249. https://doi.org/10.1080/09518398.2019.1681543
14.
SpringerM.DavidsonC. E.WatermanS. J. (2013). Academic and student affairs partnerships: native American student affairs units. In ShottonH. J.LoweS. C.WatermanS. J. (Eds.), Beyond the asterisk: understanding native students in higher education (pp. 109–123). Sterling: Stylus Publishing.