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This chapter examines changing attitudes towards exhibiting Chinese immigration in New Zealand. Drawing on archival research and qualitative interviews with subject experts and visitors, three museums are discussed: national narratives at the New Zealand Maritime Museum in Auckland and The Museum of New Zealand Te Papa Tongarewa in Wellington; and regional representations at the Toitū Otago Settlers Museum in Dunedin.

The exhibition analysis shows that multicultural narratives of tangata tiriti immigration including Chinese only became prevalent in the 1990s, when changing attitudes in society at large and progressive immigration legislation influenced strategies of display.

These modernised national narratives propagate a multicultural paradigm. However, exhibiting Chinese immigration history constitutes only a small part of the larger mission of national museums. Accordingly, narratives of Chinese immigration remain superficial, serving celebratory representations of ethnic communities, while racism and discrimination are an important, but not central aspect of these narratives.

At the regional level, Toitū re-invented itself into a social history museum with a more inclusive and reconciliatory agenda, with a redesign in 2013 subsuming Chinese immigration into an intercultural narrative, featuring alongside other minority groups with a focus on cultural contact and exchange.

Nevertheless, all three museums still rely on narratives based on minorities and majorities arranged around a stable hegemony. Consultation and cooperation with Māori also reveal the wish to be presented as first people, set apart from tangata tiriti. That way biculturalism seems to act as a dividing force spatially, but thematically both immigration histories are more and more intertwined.

This study aims to investigate the integration of heritage language and culture in technology-enhanced bilingual education and examine the dominance of the English language and culture in computer-assisted language learning settings.

This research used a narrative inquiry methodology. The data came from semi-structured interviews with 25 bilingual teachers in the Kurdistan region of Iraq and Texas.

The study found a significant bias in the use of technology toward the target language, often at the expense of heritage language and culture. The curricula analyzed were predominantly focused on superficial cultural elements of the target language, leading to a neglect of deeper cultural engagement.

This research highlights the phenomenon of cultural cringe within bilingual education and the skewed use of technology toward the target language.

The purpose of this study is to identify the consumption intention of Baba Nyonya Peranakan ethnic food among the youth generation by examining the effect of media influence and curiosity.

A causal study through the quantitative method is applied. This study focused on the youth generation, and a total of 219 valid responses were used for hypothesis testing using Statistical Package for Social Sciences and SmartPLS software. Purposive sampling, under non-probability sampling, was used. The data were collected through an online survey. The survey link was disseminated mainly on social media groups.

All of the hypotheses were found to be statistically significant. Media influence was found to directly and indirectly influence the consumption intention of Baba Nyonya ethnic food through attitude and curiosity. The involved stakeholders could also be more alert and improve the strategic planning based on the research finding that can stimulate more interest among consumers, benefiting the national gastronomy heritage tourism development.

The integration of biculturalism is rooted in knowledge about food, media coverage about food and food for social events that influence the formation of national food identity. Baba Nyonya food brings a unique identity with mixed heritage and culture, combined ingredients and recipes between two majority races of Malay and Chinese. However, exposure to ethnic food is lacking and causes the youth generation to unaware and not interested to try ethnic food. This study initiates to examine the effect of media influence and curiosity as food promotion via social media potentially to influence and lead to increased consumption of ethnic food.

In Aotearoa New Zealand (Aotearoa), bicultural education has reinforced the privilege of settler colonial knowledge with te reo Māori, the language of Indigenous people of Aotearoa New Zealand, used as decorative labels to create a bicultural étagère. Similarly, for inclusive education ableist notions of personhood have maintained approaches that attempt to assimilate the person into the educational hood. In this chapter, research findings from a doctoral case study highlight the intersecting nature of ableism and racism in the foundations of the Aotearoa education system. The author argues that Indigenous knowledge and customs in a bicultural Initial Teacher Education (ITE) program that prepares early childhood educators promote positive constructions of inclusion. Using the tenets of DisCrit and the Alaskan Cultural Standards as tools of analysis, key bicultural practices that support inclusion are identified and discussed. In addition, the inclusive opportunities and the fragility of meaningful intentions are highlighted.

This study offers a Bourdieu-oriented analysis of the tax compliance practice for indigenous entrepreneurs in New Zealand. It examines the intersection of accounting and tax for Māori entrepreneurs and their relational interactions with the Inland Revenue Department (IRD)/state/Crown and accountants by considering the contextual factors of history, culture and society of Māori.

Qualitative research was adopted using face-to-face in-depth interviews with 34 participants and reviewing government documents. The authors analyse the tax compliance practice by drawing on Bourdieu's concepts of field, capital and habitus to conceptualise the tax field as a site of struggle for power and control by the IRD, accountants and indigenous entrepreneurs.

This study demonstrates how the tax field is structured as a game between tax reporting, taxpaying and monitoring functions. The position within the field is determined by the actor's access to the relevant capitals and habitus. It identifies how accounting, given its centrality to tax compliance, facilitates the power relations between the IRD, accountants and Māori entrepreneurs. The Eurocentric accounting-based tax reporting and the contextual factors illuminate how indigenous entrepreneurs are being dominated in the tax field. They experienced cultural dissonance with conflicting responsibilities when traversing the collectivistic indigenous and tax fields. Their collectivism involves sharing resources as they cherish whanaungatanga (relationship, kinship) and manaakitanga (kindness, generosity), which are at odds and are not valued in the tax field.

It is an empirical illustration of the connection between accounting, tax and power for indigenous taxpayers and their relationship with the IRD/Crown and accountants. It has practical implications for developing and enhancing tax compliance in jurisdictions with indigenous taxpayers. Such an understanding is helpful for policymakers, government, business agencies and the accounting professions when assisting, empowering and educating indigenous groups regarding tax compliance.

This paper responds to the call for accounting research with modern-day indigenous peoples rather than historical ones. The paper fills a gap in the accounting and tax literature by examining the tax compliance practice of indigenous small and medium enterprise (SME) entrepreneurs using Bourdieu's framework. It identifies how the role of accounting creates, maintains and reinforces power structures in the tax field. Tax/accounting reporting based on Eurocentric rules disempowers and alienates indigenous entrepreneurs. They misrecognise their actions in reproducing the existing power structures in the tax field due to deeply held historical and cultural factors about the fear of the Crown/state and their practice of rangitaratanga (esteeming authorities).

In this chapter, Mousumi De presents the principles and implications of CRT in the context of Asian and Asian American experiences including the perspective, features, strategies, and new directions on how to facilitate the preparation of teacher candidates and work with all teachers to understand the complexity of the Asian and Asian American identity, their racialized experiences, and their sociohistorical, transnational contexts that continue to influence their lived experiences. This chapter highlights the important issues and challenges facing Asians and Asian Americans that have been camouflaged by their stereotypical treatment as model minorities. It also shares the work of many scholars on approaches for promoting diversity and inclusion, such as implementing anti-racist, anti-oppressive, and inclusive history curricula, cultural citizenship education, teaching for social justice, and culturally responsive and culturally sustaining teaching for addressing the marginalization of Asians and Asian Americans.