Abstract
The notion of ‘multiple readings of texts’ has been discussed as a methodological tool in the analysis of qualitative data. The pedagogical potential of multiple readings has received less attention. This paper, a collaboration between an indigenous educationist and her ‘coloniser’ colleague, discusses cross‐cultural pedagogy as encounters with re‐readings, in this case of shared moments in the history of the establishment of the first school in Aotearoa/New Zealand.
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