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. Kapa?anaokalaokeola Nakoa 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
About the authors
Huia Tomlins-Jahnke (Ngati Kahungunu, Ngati Toa Rangatira, Ngai Tahu, Ngati Hine) is Professor of Maori and Indigenous Education and Director of Te Mata o Te Tau: The Academy for Maori Research and Scholarship at Massey University.
Sandra Styres is of Kanien'kehá:ka (Mohawk), English and French descent and resides on Six Nations of the Grand River Territory. She is an Assistant Professor of Indigenous Education with the Department of Curriculum, Teaching, and Learning at OISE, University of Toronto. Her research interests specifically focus on Indigenous Land-centred philosophies and education.
Spencer Lilley (Te Atiawa, Muaupoko, and Ngapuhi) is a Senior Lecturer at Te Putahi a Toi, the School of Maori Art, Knowledge, and Education at Massey University in Palmerston North, New Zealand. His research interests focus on Indigenous information behaviour.
Dawn Zinga is a Canadian of several-generations-removed European descent. She is a Professor in the Department of Child and Youth Studies at Brock University. She has had the privilege of working with a number of Indigenous scholars, communities, and youth. Her research interests include Indigenous pedagogies and practices, integration of Indigenous approaches to teaching and learning in higher education, and cultural accommodation in schools.
Frank Deer is an Assistant Professor and current Director of Indigenous Initiatives in the Faculty of Education at the University of Manitoba. Frank holds an earned PhD in Educational Administration from the University of Saskatchewan and is published in the area of Indigenous Education. Frank has been awarded funding from the Social Sciences and Humanities Research Council of Canada for his work in ancestral languages. He is the current President of the Canadian Association for the Study of Indigenous Education.
Jean-Paul Restoule is an Associate Professor of Aboriginal Education at the Ontario Institute for Studies in Education (OISE) of the University of Toronto.
"Indigenous Education documents the uphill battle against stand-pat public schooling. Anyone who stepped foot in a classroom as student or parent will find common ground with these eloquent critics.... Indigenous Education is compelling and frankly infuriating, but don’t take the editors’ word for it. Read your child’s textbook for yourself."
"Indigenous Education is ... foundational. The collected chapters cover a broad range of experiences, education levels, and expertise, which makes it more practical for a general audience. This book would be a useful starting place for Indigenous educators looking for solidarity and inspiration for making changes to the systems in place... [This] book would be just as useful for a non-Native reader..."