This book explores intersections between sense of place, the formation of identity, indigeneity and colonisation, literature and literary study, the arts, and a revisioned school curriculum for the Anthropocene. Underpinning the book is a conviction that sense of place is central to the fostering of the change of heart required to secure the…

In 2007, the United Nations Declaration on the Rights of Indigenous Peoples became law, extending inherent human rights for the first time to the approximately half a billion Indigenous people around the planet. The declaration sets standards for respecting Indigenous knowledge systems and heritage rights, preserving identity and languages, and…

This is a powerful collection addressing the challenges, possibilities and responsibilities for de/anti-colonial African educational futurities. The book is framed within an anti-colonial interrogation of collective educational leadership, responsibility and accountability to address the invisibilization and marginalization of African Indigenous…

This book offers an important contribution to the field of curriculum studies and higher education by examining the impacts of colonialism and neoliberalism in the South African education system and addressing ways to decolonise curriculum and teaching. Drawing on Pinar's work in curricular theory, the authors call for integrating self-reflective…

Throughout history, silences have been an inherent process of historical production -- privileged narratives masquerade as definitive history, and those deemed less worthy are mute (Trouillot, 1995). Because of this, our understanding of many events in the past is incomplete; and the way we frame our contemporary societies based on these events…

In 1867, Canada's federal government became responsible for the education of Indigenous peoples: Status Indians and some Métis would attend schools on reserves; non-Status Indians and some Métis would attend provincial schools. The system set the stage for decades of broken promises and misguided experiments that are only now being rectified in…

As a discipline, international education focuses on developing an international consciousness. There are moral and ethical, as well as pragmatic, consequences of the development of an international consciousness: In terms of ethics and morality, international education inculcates positive attitudes towards international understanding and global…

This book offers a new culture-based framework that provides a way to research and develop curricula based on respect for diverse cultures. The Haudenosaunee (Iroquois) culture is used as an example to examine the reasons for prevailing stereotypes about American Indians and to explain how those stereotypes became the standard curriculum taught in…

Information Technology and Indigenous People provides theoretical and empirical information related to the planning and execution of IT projects aimed at serving indigenous people. It explores many cultural concerns with IT implementation, including language issues and questions of cultural appropriateness, and brings together cutting-edge…

Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty…

This book demonstrates that an indigenous teachers' group has the potential to transform the culture of schooling. Personal narratives by Yup'ik Eskimo teachers speak directly to issues of equity and school transformation. Their struggles represent the beginning of a slow process by a group of Yup'ik teachers (Ciulistet) and university colleagues…