ABSTRACT
This chapter shares some of lessons learned in a large-scale research initiative and provides suggestions on how to sustain ethical and meaningful system change that appreciates and empowers marginalized student populations in New Zealand and worldwide who do not always have access to the professional, social, and cultural capital that leads to success in a society. It reviews some history and relevant literature around building social, cultural, and professional capital. The goal was to address the inequities in New Zealand education and the underachievement of the three priority groups: M-uori, Pasifika, and students with special education needs. The New Zealand government has policies in place calling for the redress of historical inequities to enhance the quality of the education system with a priority focus on the learning outcomes for Maori, Pasifika, and special needs students.
