Baskerville, D. & Bondy, A. (2010).
A bicultural approach to teaching and learning for diversity. In Vanessa Green and Sue Cherrington. (Eds). Delving into Diversity: An International Exploration of Issues of Diversity in Education. (pp.57 – 69). Nova Publishers.

Abstract: New Zealand is a bi-cultural nation. The Treaty of Waitangi is the foundation document governing this partnership. The authors’ encounters with Te Ao Māori (Māori world) view have strongly influenced their teaching practice when catering for cultural diversity in the classroom. A description of research carried out by each author within their respective focus curriculum areas of teaching is relayed. The first contextualises Treaty of Waitangi and kaupapa Māori (conceptualisation of Māori knowledge) principles within storytelling to promote socialisation and understanding of self, others and cultural perspectives in the drama classroom. The second describes how using tikanga Māori (Māori customary) approaches to technology inform teaching and learning for diversity. In this chapter case studies illustrate these bi-cultural approaches to drama and technology education and highlight implications for educators.

Bondy, A. (2007).
The intended and interpreted technology curriculum in four New Zealand secondary schools: Does this all mean the same? Thesis submitted in partial fulfilment for the degree of Doctor of Education: Massey University.

Abstract: Perceived discrepancies between the intended, interpreted and implemented technology curriculum in a selection of Wellington secondary schools are investigated. Principals, technology teachers and their senior technology students were interviewed to examine how technology is understood and practised. The distinctive factors that emerged from this study showed that the teachers concerned, interpret and implement the technology curriculum with a strong consideration of their students’ backgrounds, learning needs, abilities and aspirations, and this may not align with the intended curriculum. The constraints that these teachers work within have been identified and they include the teachers’ own experiences and understandings, a shortage of technology teachers, the nature of physical and consumable resources, school and programme structures and parent and student expectations. The research highlights that curriculum that does not take account of teachers' existing understandings, and the school contexts, could restrict meaningful learning opportunities.

Bondy, A. (2011).
Indigenous knowledge, intellectual property and technology education. International Journal of Learning. Vol. 18. CG Publishers.

Abstract: Technology education is a curriculum area that has, in recent years, developed internationally to gain status as an academic subject in schools. Its implementation and further development in New Zealand education over the past fifteen years has necessitated research to inform resource development and teacher professional development so that understandings and interpretation of the curriculum are consistent nationally and, to an extent, internationally. The New Zealand technology curriculum does not mention intellectual property rights in technology education. The reason for this omission is difficult to determine, but the New Zealand Ministry of Education funded a project in 2009 to investigate and establish resources with the purpose of introducing intellectual property concepts to technology teachers and school pupils. This investigation included a nationwide survey in New Zealand secondary schools to determine teacher and student existing understandings of intellectual property in technology education. The survey highlighted some inconsistent understandings of aspects of intellectual property, but many of the respondents had no understanding of indigenous knowledge as a component of intellectual property. In the New Zealand setting, the acknowledgement and legal protection of indigenous knowledge is being debated. This paper presents reasons to support the inclusion of indigenous knowledge as a component of intellectual property in technology education in the New Zealand setting and in other nations.

Keywords: Indigenous knowledge, technology education, intellectual property

Bondy, A. (2001).
Building "Flax Bridges": Using technology education to provide inclusive learning environments. Last retrieved Sept 1, 2008 from: www.tki.org.nz/r/technology/curriculum/rsnz/01acflaxbridges_e.php

Bondy, A. (2011).
Indigenous knowledge, intellectual property and technology education. Mauritius: Learning Conference.

Bondy, A. (2007).
The intended and interpreted technology curriculum in four New Zealand secondary schools: Does this all mean the same? Auckland: TENZ International Conference.

Bondy, A. (2003).
Searching for an inclusive mainstream schooling model: Hangarau to the rescue! In TENZ 2003 Conference Proceedings: Enhancing technological literacy (pp. 43-48). Hamilton: Technology Education New Zealand.

Bondy, A. (2002).
Building ‘flax bridges’ in technology education to uphold the treaty of Waitangi partnership principle. Second Biennial International Conference on Technology Education Research 2002 Proceedings. Brisbane: Griffith University.

Bondy, A. (2001).
Building ‘Flax Bridges’: Using technology education to provide inclusive learning environments. In TENZ 2001 Conference Proceedings: A celebration, a challenge and the future (pp. 23-32). Wellington: Technology Education New Zealand.

Bondy, A. (2000).
Taking children’s ideas seriously: Unpacking the case study to inform practice. First Biennial International Conference on Technology Education Research 2000 Proceedings. Brisbane: Griffith University.

Bondy, A. (2000).
Visually us: Validating the curriculum for Māori students. NZARE Conference, Hamilton.

Bondy, A., & Roper-Martin, C. (2003).
Confronting racism: creating critical conversations in teacher education. Auckland: NZARE.

Bondy, A., & Savage, C. (2004).
Confronting racism: creating critical conversations in teacher education. San Diego: AERA.

Bondy, A., Bull, A., & Smith, P. (2000).
Addressing the treaty in teacher education. Treaty Conference Proceedings, Auckland.

Bowskill, N., Williams, J. & Forret, M. (2011).
Teacher’s perspectives on vocational training in NZ secondary schools and the new Technology Curriculum. Paper presented at the Pupils Attitude Toward Technology 25 Conference: Perspectives on Learning in Design and Technology Education, London, July.