Indigenous Peoples

Education and Equity

Edited by:
Rhonda G. Craven, University of Western Sydney
Gawaian Bodkin-Andrews, University of Western Sydney
Janet Mooney, University of Sydney

A volume in the series: International Advances in Education: Global Initiatives for Equity and Social Justice. Editor(s): Elinor L. Brown, University of Kentucky. Rhonda G. Craven, University of Western Sydney. George McLean, Catholic Universities of America.

Published 2013

International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph of scholarly works that are seeking to advance knowledge and understanding of a diverse range of Indigenous or First Peoples across the globe. With the overarching emphasis being towards education, this collection of works outlines the unique history, policy, and lived experiences of Indigenous peoples within education systems around the world. The volume itself is split into three sections that offer: (i) an overview of the past and current educational conditions of Indigenous peoples; (ii) policy and practice aimed at enhancing cultural inclusiveness and resisting deculturalization, and (iii) finally the identification of pedagogical factors that may be important for the educational progress of a diversity of Indigenous students. Overall, this volume will act as a valuable source for those seeking to maintain and restore Indigenous cultures and languages within the education system, as well as identifying other methods and practices that may increase the engagement and resilience of Indigenous students within a variety of education settings. As a result, this collection of works will be a valuable tool for educators, researchers, policy makers, and school counselors who may be seeking to further understand the experiences of Indigenous students within the education system.

Foreword, Joel Spring. Series Editors’ Introduction: Volume: Indigenous Peoples, Elinor L. Brown, Rhonda Craven, and George F. McLean. Volume Editors’ Introduction, Rhonda Craven and Janet Mooney. SECTION ONE: PAST, PRESENT AND FUTURE. Indigenous Ainu and Education in Japan: Social Justice and Culturally Responsive Schooling, Kaori H. Okano. History, Cultural Uplifting, and Educational Policy of Taiwan’s Indigenous People, Karen Liu and Li Tsung-Wen Kuo. Indigenous Education in the Twenty-First Century in the Midst of Migration and Globalization: An Ecuadorian Case, Live Danbolt Drange. “Not an Educational Institution”: Native American Boarding Schools in the 19th and 20th Centuries, Annie T. Oakes. SECTION TWO: DE/COLONIZATION AND INDIGENOUS KNOWLEDGE. Indigenous Education in Greenland: Effective Pedagogy and the Struggles of Decolonization, Karl Kristian Olsen and Roland G. Tharp. Educating Indians: A Colonizing Agent of the United States of America, Neyooxet Greymorning. Culturally Responsive Education for Indigenous Communities, Jon Reyhner and Navin Kumar Singh. The Educational Travels of Tibetan Knowledge: The Intellectual Enfranchisement of Indigenous Peoples, Michael Singh and Qi Jing. SECTION THREE: TEACHERS, STUDENTS AND PEDAGOGIES. Identifying the Fairy Dust Effect for Indigenous Australian Students: Is Positive Psychology Truly a [Peter] Pan Theory? Gawaian Bodkin-Andrews, Nida Denson, Linda Finger, and Rhonda Craven. Indigenous Motivational Profiles: Do They Refl ect Collectivism? A Cross-Cultural Analysis of Similarities and Differences Between Groups Classifi ed as Individualist and Collectivist Cultures, Dennis M. McInerney and Jinnat Alid. Discursive Repositioning in Te Kotahitanga: Supporting Teachers to Improve the Educational Experiences of Mãori Students in New Zealand, Mere Berryman and Russell Bishop. “Being Who I Am All the Days of the Week”: Indigenous Teachers and Indigenous Education: Sami Teachers in North Sweden, Jill Brown and Karolina Parding. Images of Cultural Identities: Sámi Children’s Experiences of Learning, Eva Alerby, Krister Hertting, Gunnar Jonsson, and Carina Sarri. About the Authors.