Download Full eBooks in PDF
The Challenge Of Indigenous Education Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of The Challenge Of Indigenous Education book. This book definitely worth reading, it is an incredibly well-written.
Author : Linda King,Sabine Schielmann,Unesco
Publisher : UNESCO
Page : 292 pages
File Size : 41,7 Mb
Release : 2004
Category : Education
ISBN : UOM:39015059173966
Includes many case studies
Author : Sheila Carr-Stewart
Publisher : Purich Books
Page : 313 pages
File Size : 53,9 Mb
Release : 2019-11-15
Category : Education
ISBN : 9780774880374
In 1867, Canada’s federal government became responsible for the education of Indigenous peoples: Status Indians and some Métis would attend schools on reserves; non-Status Indians and some Métis would attend provincial schools. The chapters in this collection – some reflective, some piercing, all of them insightful – show that this system set the stage for decades of broken promises and misguided experiments that are only now being rectified in the spirit of truth and reconciliation. The contributors individually explore what must change in order to work toward reconciliation; collectively, they reveal the possibilities and challenges associated with incorporating Traditional Knowledge and Indigenous teaching and healing practices into school courses and programs.
Author : W. James Jacob,Sheng Yao Cheng,Maureen K. Porter
Publisher : Springer
Page : 475 pages
File Size : 47,8 Mb
Release : 2015-01-20
Category : Education
ISBN : 9789401793551
Indigenous Education is a compilation of conceptual chapters and national case studies that includes empirical research based on a series of data collection methods. The book provides up-to-date scholarly research on global trends on three issues of paramount importance with indigenous education—language, culture, and identity. It also offers a strategic comparative and international education policy statement on recent shifts in indigenous education, and new approaches to explore, develop, and improve comparative education and policy research globally. Contributing authors examine several social justice issues related to indigenous education. In addition to case perspectives from 12 countries and global regions, the volume includes five conceptual chapters on topics that influence indigenous education, including policy debates, the media, the united nations, formal and informal education systems, and higher education.
Author : Anonim
Publisher : BRILL
Page : 247 pages
File Size : 40,5 Mb
Release : 2018-11-01
Category : Education
ISBN : 9789004388864
Through critical, qualitative, creative, and arts-integrated approaches, this collection seeks to advance teacher self-study and, through it, transformative praxis.
Author : Gregory Cajete
Publisher : Unknown
Page : 194 pages
File Size : 40,6 Mb
Release : 2020
Category : Culturally relevant pedagogy
ISBN : 1926476328
"The principles of empowerment through a new expression of Indigenous education are facilitated by both Indigenous and non-Indigenous people recognizing the hidden oppression and uneven levels of power and privilege which are the legacy of colonialism. The stories of the oppressive history of America must be heard. The historic and contemporary forms of trauma, grief and loss of Indigenous people must be acknowledged. There must be recognition that the effects of marginalization and racism are ongoing. To address these effects, a contemporary Indigenous education theory must validate the inherent strength of Indian people in their resiliency and instinct for survival. It must allow for trust in Indigenous Peoples ability to develop a new expression of education over time. There must be a deep and long-term commitment to create and enact a transformative vision of the role a contemporary expression of Indigenous education can play. Such a vision must be built upon mutual respect and shared power for all participants. In many ways, this movement toward defining a new vision for Indigenous education has already begun. What is most important in these beginning stages is listening to the voices of Indian people, validating their positions and understanding their need for empowerment as they strive to create a new and transformative vision for Indigenous education in the 21st century. Native Minds Rising presents the research and stories of a new group of Indigenous scholars and practitioners who are researching or participating in the development of Indigenous-based research while working in Indigenous communities."--
Author : Yatta Kanu
Publisher : University of Toronto Press
Page : 335 pages
File Size : 49,6 Mb
Release : 2011-02-19
Category : Education
ISBN : 9781442694026
From improved critical thinking to increased self-esteem and school retention, teachers and students have noted many benefits to bringing Aboriginal viewpoints into public school classrooms. In Integrating Aboriginal Perspectives Into the School Curriculum, Yatta Kanu provides the first comprehensive study of how these frameworks can be effectively implemented to maximize Indigenous students' engagement, learning, and academic achievement. Based on six years of empirical research, Kanu offers insights from youths, instructors, and school administrators, highlighting specific elements that make a difference in achieving positive educational outcomes. Drawing on a wide range of disciplines, from cognitive psychology to civics, her findings are widely applicable across both pedagogical subjects and diverse cultural groups. Kanu combines theoretical analysis and practical recommendations to emphasize the need for fresh thinking and creative experimentation in developing curricula and policy. Amidst global calls to increase school success for Indigenous students, this work is a timely and valuable addition to the literature on Aboriginal education.
Author : Zane Ma Rhea
Publisher : Routledge
Page : 227 pages
File Size : 47,8 Mb
Release : 2014-07-11
Category : Education
ISBN : 9781136017360
This book brings together the academic fields of educational leadership, educational administration, strategic change management, and Indigenous education in order to provide a critical, multi-perspective, systems level analysis of the provision of education services to Indigenous people. It draws on a range of theorists across these fields internationally, mobilising social exchange and intelligent complex adaptive systems theories to address the key problematic of intergenerational, educational failure. Ma Rhea establishes the basis for an Indigenous rights approach to the state provision of education to Indigenous peoples that includes recognition of their distinctive economic, linguistic and cultural rights within complex, globalized, postcolonial education systems. The book problematizes the central concept of a partnership between Indigenous people and non-Indigenous school leaders, staff and government policy makers, even as it holds this key concept at its centre. The infantilising of Indigenous communities and Indigenous people can take priority over the education of their children in the modern state; this book offers an argument for a profound rethinking of the leadership and management of Indigenous education. Leading and Managing Indigenous Education in the Postcolonial World will be of value to researchers and postgraduate students focusing on Indigenous education, as well as teachers, education administrators and bureaucrats, sociologists of education, Indigenous education specialists, and those in international and comparative education.
Author : Huia Tomlins-Jahnke,Sandra D. Styres,Spencer Lilley,Dawn Zinga
Publisher : University of Alberta
Page : 561 pages
File Size : 42,5 Mb
Release : 2019-07-11
Category : Education
ISBN : 9781772124453
For Indigenous students and teachers alike, formal teaching and learning occurs in contested places. In Indigenous Education, leading scholars in contemporary Indigenous education from North America, New Zealand, and Hawaii disentangle aspects of colonialism from education to advance alternative philosophies of instruction. From multiple disciplines, contributors explore Indigenous education from theoretical and applied perspectives and invite readers to embrace new, informed ways of schooling. Part of a growing body of research, this is an exciting, powerful volume for Indigenous and non-Indigenous teachers, researchers, policy makers, and scholars, and a must-read for anyone who wants to understand the contested spaces of contemporary education. Contributors: Jill Bevan-Brown, Frank Deer, Wiremu Doherty, Dwayne Donald, Ngarewa Hawera, Margie Hohepa, Robert Jahnke, Patricia Maringi G. Johnston, Spencer Lilley, Daniel Lipe, Margaret J. Maaka, Angela Nardozi, Katrina-Ann R. Kapāʻanaokalāokeola Nākoa Oliveira, Wally Penetito, Michelle Pidgeon, Leonie Pihama, Jean-Paul Restoule, Mari Ropata-Te Hei, Sandra Styres, Huia Tomlins-Jahnke, Sam L. No‘eau Warner, K. Laiana Wong, Dawn Zinga
Author : Jo Chrona
Publisher : Portage & Main Press
Page : 170 pages
File Size : 45,5 Mb
Release : 2022-10-06
Category : Education
ISBN : 9781774920480
★ Starred selection for CCBC's Best Books Ideal for Teachers 2023! Now a National Best Seller! How can Indigenous knowledge systems inform our teaching practices and enhance education? How do we create an education system that embodies an anti-racist approach and equity for all learners? This powerful and engaging resource is for non-Indigenous educators who want to learn more, are new to these conversations, or want to deepen their learning. Some educators may come to this work with some trepidation. You may feel that you are not equipped to engage in Indigenous education, reconciliation, or anti-racism work. You may be anxious about perpetuating misconceptions or stereotypes, making mistakes, or giving offence. In these chapters, I invite you to take a walk and have a conversation with a good mind and a good heart. With over two decades in Indigenous education, author Jo Chrona encourages readers to acknowledge and challenge assumptions, reflect on their own experiences, and envision a more equitable education system for all. Each chapter includes reflection questions to help process the ideas in each chapter suggestions for taking action in both personal and professional spheres of influence recommended resources to read, watch, or listen to for further learning personal reflections and anecdotes from the author on her own learning journey voices of non-Indigenous educators who share their learning and model how to move into, and sit, in places of unknowing and discomfort, so we can examine our own biases and engage in this work in a good way Grounded in the First Peoples Principles of Learning, this comprehensive guide builds on Chrona’s own experiences in British Columbia’s education system to explore how to shape anti-racist and equitable education systems for all. Perfect for reading on your own or with your professional learning community!
Author : G. N. Devy,Geoffrey V. Davis,K. K. Chakravarty
Publisher : Routledge
Page : 382 pages
File Size : 52,8 Mb
Release : 2015-08-12
Category : Social Science
ISBN : 9781317325697
This book offers a bold and illuminating account of the worldviews nurtured and sustained by indigenous communities from across continents, through their distinctive understanding of concepts such as space, time, joy, pain, life, and death. It demonstrates how this different mode of ‘knowing’ has brought the indigenous into a cultural conflict with communities that claim to be modern and scientific. Bringing together scholars, artists and activists engaged in understanding and conserving local knowledge that continues to be in the shadow of cultural extinction, the book attempts to interpret repercussions on identity and cultural transformation and points to the tragic fate of knowing the world differently. The volume inaugurates a new thematic area in post-colonial studies and cultural anthropology by highlighting the perspectives of marginalized indigenous communities, often burdened with being viewed as ‘primitive’. It will be useful to scholars and students of anthropology, sociology, cultural studies, history, linguistics, literature, and tribal studies.
Author : Ismael Abu-Saad,Duane Champagne
Publisher : Rowman Altamira
Page : 212 pages
File Size : 48,9 Mb
Release : 2006
Category : Education
ISBN : 0759108951
Indigenous people have often been confronted with education systems that ignore their cultural and historical perspectives. Largely unsuccessful projects of assimilation have been the predominant outcome of indigenous communities' encounters with state schools, as many indigenous students fail to conform to mainstream cultural norms. This insightful volume is an important contribution to our understanding of indigenous empowerment through education. The contributors to this volume work in the fields of education, social development and community empowerment among indigenous communities around the world. Their essays create a new foundation for implementing specialized indigenous/minority education worldwide, and engage the simultaneous projects of cultural preservation and social integration. This work will be vital for scholars in Native American studies, ethnic studies, and education.
Author : Yatta Kanu
Publisher : University of Toronto Press
Page : 335 pages
File Size : 51,6 Mb
Release : 2011-01-01
Category : Social Science
ISBN : 9781442642447
This book provides the first comprehensive study of how these frameworks can be effectively implemented to maximize Indigenous education.
Author : Verna J. Kirkness
Publisher : Univ. of Manitoba Press
Page : 286 pages
File Size : 50,5 Mb
Release : 2013-09-27
Category : Social Science
ISBN : 9780887554452
Verna J. Kirkness grew up on the Fisher River Indian reserve in Manitoba. Her childhood dream to be a teacher set her on a lifelong journey in education as a teacher, counsellor, consultant, and professor. Her simple quest to teach "in a Native way" revolutionized Canadian education policy and practice. Kirkness broke new ground at every turn. As the first cross-cultural consultant for the Manitoba Department of Education Curriculum Branch she made Cree and Ojibway the languages of instruction in several Manitoba schools. In the early 1970s she became the first Education Director for the Manitoba Indian Brotherhood (now the Assembly of Manitoba Chiefs) and then Education Director for the National Indian Brotherhood (now the Assembly of First Nations). She played a pivotal role in developing the education sections of Wahbung: Our Tomorrows, which transformed Manitoba education, and the landmark 1972 national policy of Indian Control of Indian Education. These two major works have shaped First Nations education in Canada for more than 40 years. In the 1980s she became an assistant professor at the University of British Columbia where she was appointed Director of the Native Teacher Education Program, founded the Ts’‘Kel Graduate Program, and was a driving force behind the creation of the First Nations House of Learning. Honoured by community and country, Kirkness is a visionary who has inspired, and been inspired by, generations of students. Like a long conversation between friends, Creating Space reveals the challenges and misgivings, the burning questions, the successes and failures that have shaped the life of this extraordinary woman and the history of Aboriginal education in Canada.
Author : Neil Hooley
Publisher : Springer Science & Business Media
Page : 292 pages
File Size : 52,6 Mb
Release : 2009-04-29
Category : Education
ISBN : 9781402097355
Indigenous education is one of the great challenges facing humanity in the historic quest for a democratic and peaceful future. The 370 million Indigenous peoples of the world demand that the racist and colonial wrongs of the past be recti ed and that they stand as equals in confronting the social, political and cultural problems that surround us all. Education offers a way forward, whether concerned with the public good, schooling for all citizens including universal primary education and expanding secondary education, the education of women regardless of background, the inclusion of local cultures, literacy and numeracy for all as a democratic right and the provisionof comprehensiveeducationthat enables both personal aspiration, cultural satisfaction and economic pathways. What this means is that all children no matter where they live, no matter what theirbackgroundorthecolouroftheirskinshouldexpecttohaveaccesstoeducation of the highest quality. This does not impose a particular style of education for local communitiesbut respects that educationaldirections must be decidedindependently by countries themselves. Within this general context, there is also something most profound about Indigenous knowing, of appreciating Indigenous perspectives and applying these across all knowledge, across all subjects of a curriculum. Rather than accepting the one often highly conservative and dominant view of knowledge, teaching and learning for all schools, Indigenous perspectives offer other insights and means of analysis, re ection and critique. These can open up elds of creative and critical learning for all children, including the dispossessed, marginalised and disenfranchised.
Author : Carl Mika
Publisher : Routledge
Page : 281 pages
File Size : 55,5 Mb
Release : 2017-03-16
Category : Education
ISBN : 9781317540236
Indigenous Education and the Metaphysics of Presence: A worlded philosophy explores a notion of education called ‘worldedness’ that sits at the core of indigenous philosophy. This is the idea that any one thing is constituted by all others and is, therefore, educational to the extent that it is formational. A suggested opposite of this indigenous philosophy is the metaphysics of presence, which describes the tendency in dominant Western philosophy to privilege presence over absence. This book compares these competing philosophies and argues that, even though the metaphysics of presence and the formational notion of education are at odds with each other, they also constitute each other from an indigenous worlded philosophical viewpoint. Drawing on both Maori and Western philosophies, this book demonstrates how the metaphysics of presence is both related and opposed to the indigenous notion of worldedness. Mika explains that presence seeks to fragment things in the world, underpins how indigenous peoples can represent things, and prevents indigenous students, critics, and scholars from reflecting on philosophical colonisation. However, the metaphysics of presence, from an indigenous perspective, is constituted by all other things in the world, and Mika argues that the indigenous student and critic can re-emphasise worldedness and destabilise presence through creative responses, humour, and speculative thinking. This book concludes by positioning well-being within education, because education comprises acts of worldedness and presence. This book will be of key interest to indigenous as well as non-indigenous academics, researchers and postgraduate students in the fields of philosophy of education, indigenous and Western philosophy, political strategy and post-colonial studies. It will also be relevant for those who are interested in philosophies of language, ontology, metaphysics and knowledge.
