Description
Book SynopsisThis book supports the formal education of all Indigenous children who live in different circumstances in different countries. It takes Indigenous philosophy as its starting point, while recognising that in many colonial and post-colonial circumstances, Indigenous knowledge, culture and language may not be valued. For this reason, Indigenous and non-Indigenous theorists and authors are included to demonstrate the recognised links between Indigenous and non-Indigenous understandings and practices of culture, knowledge and learning and therefore common approaches to formal education. Chapters are arranged in an integrated fashion to discuss contextual issues regarding global political and economic influences and the notion of what it means to participate fully in society.
Trade Review"Overall, this book is a challenge to many of the normative assumptions about curriculum, pedagogy and identity that frequently sideline, marginalise and ‘other’ Indigenous peoples. This is a book that will be of value to any teacher who cares about making a difference and wants to see what other people have achieved. (…) There are clear lessons for those working in the field of ‘Indigenous education in the modern world’ but there are also lessons to support ‘education, knowledge and liberation for all citizens of the world’." - Meg Maguire, in: Journal of Education Policy, 2021
Table of ContentsPreface Acknowledgements List of Figures and Tables About the Authors Terminology 1 Global Trends and the Struggle for Indigeneity 1 What It Means to Be Indigenous 2 Decolonising Education and Knowledge 3 Identity within Neoliberalism 4 Living between Worlds 5 Sovereignty and Self-Determination 6 Prospects for Indigenisation 7 Diversity and Harmony in Our Time 8 Uluru Statement from the Heart 9 Excursus 1: Sand and Sky 2 Case Study: Worawa Aboriginal College 1 Living and Learning Together 2 Commitment to Education, Culture, Language and Wellbeing 3 Community-Based Expansion of Student Leadership Development Opportunities 4 Culture Curriculum, Contemporary and Traditional 5 Curriculum, a Holistic Experience 6 Bringing Peoples and Ideas Together 7 Indigenous Knowledge as Cultural Practice 8 Knowledge Exemplars – Two-way Inquiry Learning 9 Excursus 2: Indigenous Science, or Not 3 Experience through the Arts 1 Picasso and Namatjira 2 School Education and the Arts 3 Praxis Philosophy of Arts 4 Excursus 3: Tower Hill 4 Redefining School Mathematics as Philosophy of Practice 1 Indigenous Approaches to School Mathematics 2 Ethnomathematics, a Cultural View of Mathematics 3 Wittgenstein and the Foundations of Mathematics 4 Excursus 4: Rock Pools 5 Language Connections with the World 1 Formations of Society, Language, Thought 2 Perspective of Indigenous Language 3 Language of Visual Thought and Expression 4 Reflective Interlude 5 Excursus 5: A Process of Eyes Opened Wide 6 Education as Philosophy of Pragmatism and Practice 1 Coming to Practice 2 Background to Pragmatism and Pragmatists 3 Practice, Praxis and Signature Pedagogies 4 Discursive Curriculum 5 Excursus 6: Meaning in Engines 7 Citizen Education 1 Education as Philosophy of Practice 2 Assessment, the ‘Hard Question’ of Education 3 Citizen Knowledge, Truth and Freedom 4 Excursus 7: International Friendship 8 The Invincible Spirit, Defining the Future References Index
