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Author: John Davis
Publisher: Taylor & Francis
ISBN: 1003849954
Category : Education
Languages : en
Pages : 192
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Book Description
Strength Basing, Empowering and Regenerating Indigenous Knowledge Education demonstrates how to bring Indigenous Knowledges to the forefront of education practice and provides educators with the tools to enact culturally responsive curricula and pedagogies, ensuring positive educational outcomes for Aboriginal and Torres Strait Islander children and students. In this book, John Davis presents Indigenous Knowledges – ways of doing, creating, and learning – combined with contemporary education practice, to develop a culturally responsive pedagogy that builds on the strengths that Indigenous Australian students bring to the classroom. Setting Cultural Proficiency as the benchmark, the book offers educators a lens through which to review their education practice. It moves beyond the deficit model of Indigenous education by challenging non-Indigenous educators to reflect on personal biases and to raise their expectations of Indigenous students. Not ‘tacked on’ to an existing curriculum, or specific to a single school term or unit of learning, Riteway places Indigenous Knowledges at the centre of education. The approach is holistic and adaptable to any educational context, from the early years right through to tertiary education. Providing a roadmap toward transformational education for Aboriginal and Torres Strait Islander children and students, this book will be essential reading for pre- and in-service educators alike.
Author: John Davis
Publisher: Taylor & Francis
ISBN: 1003849954
Category : Education
Languages : en
Pages : 192
Get Book Here
Book Description
Strength Basing, Empowering and Regenerating Indigenous Knowledge Education demonstrates how to bring Indigenous Knowledges to the forefront of education practice and provides educators with the tools to enact culturally responsive curricula and pedagogies, ensuring positive educational outcomes for Aboriginal and Torres Strait Islander children and students. In this book, John Davis presents Indigenous Knowledges – ways of doing, creating, and learning – combined with contemporary education practice, to develop a culturally responsive pedagogy that builds on the strengths that Indigenous Australian students bring to the classroom. Setting Cultural Proficiency as the benchmark, the book offers educators a lens through which to review their education practice. It moves beyond the deficit model of Indigenous education by challenging non-Indigenous educators to reflect on personal biases and to raise their expectations of Indigenous students. Not ‘tacked on’ to an existing curriculum, or specific to a single school term or unit of learning, Riteway places Indigenous Knowledges at the centre of education. The approach is holistic and adaptable to any educational context, from the early years right through to tertiary education. Providing a roadmap toward transformational education for Aboriginal and Torres Strait Islander children and students, this book will be essential reading for pre- and in-service educators alike.
Author: Sandy Grande
Publisher: Rowman & Littlefield
ISBN: 161048990X
Category : Education
Languages : en
Pages : 348
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Book Description
This ground-breaking text explores the intersection between dominant modes of critical educational theory and the socio-political landscape of American Indian education. Grande asserts that, with few exceptions, the matters of Indigenous people and Indian education have been either largely ignored or indiscriminately absorbed within critical theories of education. Furthermore, American Indian scholars and educators have largely resisted engagement with critical educational theory, tending to concentrate instead on the production of historical monographs, ethnographic studies, tribally-centered curricula, and site-based research. Such a focus stems from the fact that most American Indian scholars feel compelled to address the socio-economic urgencies of their own communities, against which engagement in abstract theory appears to be a luxury of the academic elite. While the author acknowledges the dire need for practical-community based research, she maintains that the global encroachment on Indigenous lands, resources, cultures and communities points to the equally urgent need to develop transcendent theories of decolonization and to build broad-based coalitions.
Author: Elizabeth Ann McKinley
Publisher: Springer
ISBN: 9789811038983
Category : Education
Languages : en
Pages : 0
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Book Description
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 people’s 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.
Author: Elizabeth Carlson-Manathara
Publisher: Fernwood Publishing
ISBN: 1773632639
Category : Social Science
Languages : en
Pages : 322
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Book Description
In the last decade, the relationship between settler Canadians and Indigenous Peoples has been highlighted by the Truth and Reconciliation Commission, the National Inquiry into Missing and Murdered Indigenous Women and Girls, the Idle No More movement, the Wet’suwet’en struggle against pipeline development and other Indigenous-led struggles for Indigenous sovereignty and decolonization. Increasing numbers of Canadians are beginning to recognize how settler colonialism continues to shape relationships on these lands. With this recognition comes the question many settler Canadians are now asking, what can I do? Living in Indigenous Sovereignty lifts up the wisdom of Indigenous scholars, activists and knowledge keepers who speak pointedly to what they are asking of non-Indigenous people. It also shares the experiences of thirteen white settler Canadians who are deeply engaged in solidarity work with Indigenous Peoples. Together, these stories offer inspiration and guidance for settler Canadians who wish to live honourably in relationship with Indigenous Peoples, laws and lands. If Canadians truly want to achieve this goal, Carlson and Rowe argue, they will pursue a reorientation of their lives toward “living in Indigenous sovereignty” — living in an awareness that these are Indigenous lands, containing relationships, laws, protocols, stories, obligations and opportunities that have been understood and practised by Indigenous peoples since time immemorial. Collectively, these stories will help settler Canadians understand what transformations we must undertake if we are to fundamentally shift our current relations and find a new way forward, together. Visit for more details: https://www.storiesofdecolonization.org Watch the book launch video here:
Author: Heidi Westerlund
Publisher: Springer Nature
ISBN: 3030210294
Category : Education
Languages : en
Pages : 224
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Book Description
This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importance of collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs.
Author: Stronger Smarter Institute
Publisher:
ISBN: 9780648052807
Category :
Languages : en
Pages :
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Book Description
This paper has been developed by the Stronger Smarter Institute and is based on concepts and approaches that the Institute has developed over a number of years of running leadership programs for school and community leaders across Australia.The paper draws specifically on the published and unpublished work of Chris Sarra and David Spillman, but also incorporates concepts that have been developed by the Stronger Smarter Leadership Program facilitators and through group conversations with the entire 2014 Stronger Smarter Institute team.The paper introduces the concept of High-Expectations Relationships, which together with a 'positive sense of cultural identity' and 'embracing positive Indigenous leadership', forms one of the three 'pillars' of the Stronger Smarter philosophy and approach.We recognise that in introducing the concept of High-Expectations Relationships in this written form we are not able to provide the in-depth understandings that are possible through the experiences of the Stronger Smarter Leadership Program.Through our internal discussions, we also recognise that the paper raises many questions which are not addressed: What constitutes high-expectations leadership? When is it appropriate or necessary for a school leader to develop High-Expectations Relationships? In what contexts is it possible to create true equal power relationships that move beyond the role of teacher or school leader? In what contexts does the 'role' still need to be part of the relationship? What are the characteristics of a high-expectations classroom?We hope this paper will provide a basis for discussion and we invite our Stronger Smarter Leadership Program alumni and others to provide their thoughts on what a High-Expectations Relationship means in the classroom, school and school-community.
Author: Christian Erni
Publisher:
ISBN: 9789251087619
Category : Food security
Languages : en
Pages : 415
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Book Description
The United Nations Declaration on the Rights of Indigenous Peoples was adopted by the UN General Assembly on 13 September 2007. Since then, the importance of the role that indigenous peoples play in economic, social and environmental conservation through traditional sustainable agricultural practices has been gradually recognized. Consistent with the mandate to eradicate hunger, poverty and malnutrition--and based on the due respect for universal human rights--in August 2010 the Food and Agriculture Organization of the United Nations adopted a policy on indigenous and tribal peoples in order to ensure the relevance of its efforts to respect, include, and promote indigenous people's related issues in its general work. This publication is an outcome of a regional consultation held in Bangkok, Thailand in November 2013. It documents seven case studies which were conducted in Bangladesh, Cambodia, India, Indonesia, the Lao People's Democratic Republic, Nepal and Thailand to take stock of the changes in livelihood and food security among indigenous shifting cultivation communities in South and Southeast Asia against the backdrop of the rapid socio-economic transformations currently engulfing the region. The case studies identify external--macro-economic, political, legal, policy--and internal--demographic, social, cultural--factors that hinder and facilitate achieving and sustaining livelihood and food security. The case studies also document good practices in adaptive changes among shifting cultivation communities with respect to livelihood and food security, land tenure and natural resource management, and identify intervention measures supporting and promoting good practices in adaptive changes among shifting cultivators in the region.
Author: Huia Tomlins-Jahnke
Publisher: University of Alberta
ISBN: 1772124451
Category : Education
Languages : en
Pages : 561
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Book Description
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: Michael Asch
Publisher: University of Toronto Press
ISBN: 1487523270
Category : History
Languages : en
Pages : 380
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Book Description
The two major schools of thought in Indigenous-Settler relations on the ground, in the courts, in public policy, and in research are resurgence and reconciliation. Resurgence refers to practices of Indigenous self-determination and cultural renewal whereas reconciliation refers to practices of reconciliation between Indigenous and Settler nations, such as nation-with-nation treaty negotiations. Reconciliation also refers to the sustainable reconciliation of both Indigenous and Settler peoples with the living earth as the grounds for both resurgence and Indigenous-Settler reconciliation. Critically and constructively analyzing these two schools from a wide variety of perspectives and lived experiences, this volume connects both discourses to the ecosystem dynamics that animate the living earth. Resurgence and Reconciliation is multi-disciplinary, blending law, political science, political economy, women's studies, ecology, history, anthropology, sustainability, and climate change. Its dialogic approach strives to put these fields in conversation and draw out the connections and tensions between them. By using "earth-teachings" to inform social practices, the editors and contributors offer a rich, innovative, and holistic way forward in response to the world's most profound natural and social challenges. This timely volume shows how the complexities and interconnections of resurgence and reconciliation and the living earth are often overlooked in contemporary discourse and debate.
Author: John Davis
Publisher: Princeton University Press
ISBN: 0691223793
Category : History
Languages : en
Pages : 600
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Book Description
"This is an urban history of London during the pivotal years of the 1960s and 1970s, when the metropolis was transformed from an industrial city that the Victorians might have recognised to an embryonic modern 'world city.' Previous work on London in these years has tended to focus upon the 1960s -in particular the 'Swinging London' phenomenon. Mary Quant, Carnaby Street and the King's Road, Chelsea, all appear in these pages, but it is argued that the 'swinging moment' of the mid-sixties was a passing symptom of a much broader transformation from an industrial to a service-based city, and it is that transformation which this book examines. London is too complex and diverse a city to be comprehended in a simple linear narrative; this book adopts instead an innovative approach to urban history, by which London life and London's transformation are examined through a number of case studies looking at specific themes and areas of the city. Consumerism and the 'experience economy', home ownership and gentrification, deindustrialisation and deprivation, racial tension and unemployment, the attrition of public services and the steady loss of confidence in public agencies - national and local - emerge as overarching themes from the individual case studies in this book. Their combined effect, it is argued, was to prepare the ground for the Britain that Margaret Thatcher is usually held to have created after 1979 - without Thatcher herself having anything to do it"--
