|
" Handbook of indigenous education / "
Elizabeth Ann McKinley, Linda Tuhiwai Smith, editors.
| Document Type
|
:
|
BL
|
| Record Number
|
:
|
888991
|
| Title & Author
|
:
|
Handbook of indigenous education /\ Elizabeth Ann McKinley, Linda Tuhiwai Smith, editors.
|
| Publication Statement
|
:
|
Singapore :: Springer,, 2019.
|
| Series Statement
|
:
|
Springer reference live
|
| Page. NO
|
:
|
1 online resource :: illustrations (some color)
|
| ISBN
|
:
|
9789811018398
|
|
|
:
|
: 9789811038990
|
|
|
:
|
: 9789811039003
|
|
|
:
|
: 9811018391
|
|
|
:
|
: 9811038996
|
|
|
:
|
: 9811039003
|
|
|
:
|
9789811038983
|
|
|
:
|
9811038988
|
| Notes
|
:
|
Includes index.
|
| Contents
|
:
|
Intro; Preface; Acknowledgments; Editorś Note; Contents; About the Editors; About the Section Editors; Contributors; 1 Towards Self-Determination in Indigenous Education Research: An Introduction; Being and Becoming a Community of Indigenous Researchers in Education; Overview of the Book; Section 1: Colonialism; Section 2: Indigenous Governance; Section 3: Language and Culture; Section 4: Societal Issues; Section 5: Transforming Education; Section 6: Case Studies; Cross Themes of the Handbook; What Is the Future of Indigenous Education Research?; References; Part I: Colonialism
|
|
|
:
|
2 Colonization, Education, and Indigenous PeoplesIntroduction; Colonial Ideologies and Schooling; Conclusion; References; 3 Colonization and the Importation of Ideologies of Race, Gender, and Class in Aotearoa; Introduction; Constructing a Mythology: Race as a Defining Notion; Constructing Colonial ``Scientific ́́Justification; Constructing Gender: The Myth of a God-Given Order; Gender in the Victorian Era; Capitalist Oppression: Structuring Class; Conclusion; References; 4 Colonization, Education, and Kanaka `Oiwi Survivance; Introduction
|
|
|
:
|
Disengaged CurriculaTeaching as Cultural Production; Decolonization Imperatives, Justice, and Self-Determining Education; Dreaming a Better Future; Hope and Inspiration and Transformational Pathways to Success; Conclusion and Future Directions; References; 9 Liberate the Base: Thoughts Toward an African Language Policy; References; Part II: Indigenous Governance: Restoring Control and Responsibility over the Education of Our People; 10 Indigenous Governance: Restoring Control and Responsibility over the Education of Our People; Indigenous Governance: Towards an Introduction; References
|
|
|
:
|
Indian Residential School History in CanadaGenocide Studies; Postmemory and Critical Pedagogy; References; 7 In the End ``The Hope of Decolonization;́́ Knowing Colonization; The Privileging of the Colonizers ́Lives; The Privileging of the Colonizers ́Power; The Privileging of the Colonizers ́Law; The Difficulty and Hope of Decolonization; References; 8 Beyond the Guest Paradigm: Eurocentric Education and Aboriginal Peoples in NSW; Introduction; Early Models of Aboriginal Education; The Native Institution; Education as Cultural Contamination; Failed Schooling and Aboriginal Incarceration
|
|
|
:
|
Life, Land, and Language: Kanaka `Oiwi Survivance and Settler ColonialismColonization and Schools of an Independent Kingdom; Conclusion; References; 5 Mapuchezugun Ka Mapuche Kimün: Confronting Colonization in Chile (Nineteenth and Twentieth Centuries); Introduction; Pacification as Genocide and Dispossession; Civilizing Spaces; Concluding Thoughts; References; 6 Truth and Reconciliation in Canada: Indigenous Peoples as Modern Subjects; Theoretical Framing; Colonial Canadian Policy; Colonialism and Photographs of Aboriginal Children; Imagined Identities and Haunting Histories
|
| Abstract
|
:
|
This book is a state-of-the-art reference work that defines and frames the state of thinking, research and practice in indigenous education. The book provides an authoritative overview of the subject in one text. The work sits within the context of The UN Declaration of the Rights of Indigenous Peoples that states "Indigenous peoples have the right to the dignity and diversity of their cultures, traditions, histories and aspirations which shall be appropriately reflected in education" (Article 14.1). Twenty-five years ago a book of this nature would have been largely written by non-Indigenous researchers about Indigenous people and education. Today Indigenous researchers can write this work about and for themselves and others. The book is comprehensive in its coverage. Authors are drawn from various individual jurisdictions that have significant indigenous populations where the issues include language, culture and identity, and indigenous peoples participation in society. It brings together multiple streams of research by 'new indigenous voices. The book also brings together a wide range of educational topics including early childhood education, educational governance, teacher education, curriculum, pedagogy, educational psychology, etc. The focus of one body of work on Indigenous education is a welcome enhancement to the pursuit of the field of Indigenous educational aspirations and development.
|
| Subject
|
:
|
Indigenous peoples-- Education, Handbooks, manuals, etc.
|
| Subject
|
:
|
Indigenous peoples-- Education.
|
| Dewey Classification
|
:
|
370.117
|
| LC Classification
|
:
|
LC3715
|
| Added Entry
|
:
|
McKinley, Elizabeth Ann
|
|
|
:
|
Smith, Linda Tuhiwai,1950-
|
| |