Indigenous Schooling in the Modern World

Education, Knowledge and Liberation for All Citizens
Erscheinungsjahr 2021
ISBN: 978-90-04-50540-7
Verlag: Brill

Buch, Englisch, Band 3, 122 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 811 g

Reihe: Education, Culture, and Society

This 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.

Autoren/Hrsg.

Hooley, Neil

Razoumova, Oksana

Peeler, Lois

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung
• Sozialwissenschaften Ethnologie | Volkskunde Volkskunde Indigene Völker

Inhaltsverzeichnis

Preface

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

Über Autor(innen)

Neil Hooley is an Honorary Fellow in the College of Arts and Education, Victoria University, Melbourne and is an experienced academic and researcher. Within a pragmatist and inquiry paradigm, he has expertise with qualitative methodologies including narrative inquiry, case writing and case study and action research.



Oksana Razoumova is a lecturer in the College of Arts and Education, Victoria University, Melbourne. As a linguist, she has had extensive teaching and research experience regarding the nature of language teaching and learning and its application in educational, employment and community settings.



Lois Peeler is Principal at Worawa Aboriginal College, Healesville, Victoria. Her career includes having spent many years in the state and federal public service, including the Aboriginal and Torres Strait Islander Commission and at the community level, advancing the cause of the Indigenous community and in particular, education.