Applying an ethnographic approach, this study examines recently implemented scholarship programmes for Indigenous people in private higher education (HE) institutions in Peru. Interviews with students and staff, participant observations, and participatory activities reveal distrust of scholarship holders by government staff and programme…

The aim of this article is twofold: first, it seeks to discuss the relationship between democracy and colonization, and to examine the implications of this relationship for democratic education and, second, it turns to decolonial thinking as a resource for critiquing and reconstructing "radical democratic education." A decolonial…

Calls have been made for a public pedagogy that works at the intersection of education and politics to enact a concern for "publicness." These are calls for pedagogy that values plurality in human togetherness and educational conditions in which all young people can flourish. In this paper my specific focus is exploring how…

Whilst in the past three decades Taiwan has developed a powerful policy and legal framework to protect and support Indigenous rights and development, culminating in the establishment of the Historical Justice and Transitional Justice Committee, Indigenous peoples are still the most disadvantaged, marginalised, and vulnerable group in the country.…

The purpose of this conceptual paper is to posit a possible reason why non-Indigenous educators are seen to be 'cautious' in their pedagogic engagement with First Nations perspectives in curriculum, why interventions and programmess around reconciliation and truth-telling have limited traction in affecting change in school culture, and why the…

Purpose: The authors respond to the special edition call for papers which explore the intersection between equity pedagogy and open educational practices (OEPs). The purpose of this study is to address the question "In what ways are educators ensuring equity in open educational practices (OEP)?" by investigating the use of OEPs in a…

Universities, both in Canada and throughout the global North, are predicated on empiricist and positivist understandings of knowledge and knowledge production which are communicated and strengthened through research practices and protocols. Drawn from a larger study exploring research leadership among accomplished academic staff, this paper…

This paper examines how government approaches to education were contested by Aboriginal communities in the late 1930s, through organised political actions designed in part to ensure access to the same standard of education and schooling available to non-Aboriginal people. It explores some of the ways that Aboriginal campaigns for education were…

Racialized narratives of academic ability, perpetuated by ahistorical interpretations of student performance data, have led to educational policies focusing on short-term solutions, instead of the ongoing legacies of racism and settler colonialism. The aim of this paper is to show how the racially defined achievement gap operates within the…

This study introduces Indigenous Case Study (ICS) as a methodology poised to foster decolonized and anti-racist spaces. ICS is a weaving of TribalCrit, critical and Indigenous methodological approaches, and considers contemporary and historical contexts, simultaneously. In the current manuscript, ICS helps reimage campuses through revised policies…

What should an educational leader passionate about all students do when they are told educational equity is not allowed in their district? What does a director of Indigenous education do when funding earmarked for Indigenous students is redirected to other school priorities? What should be done when the very teachers who need training in cultural…

Espousing Indigenous Research Methods including Kîyokêwin/Visiting, beadwork as an embodied pedagogical and research practice, and storytelling, this article explores the authors' experiences working in senior academic leadership positions to support indigenization at the Royal Military College of Canada. The authors consent to learn in public and…

For decades, language and literacy scholars working within a sociocultural framework have laboured to bring attention to the strengths of marginalized students in an effort to create more inclusive and equitable learning environments (e.g., Cummins, 2000; Dyson, 1997; González et al., 2005; Heath, 1983). While this work has moved the field forward…

Globally, Indigenous people are marginalized and underrepresented in STEM professional fields in settler societies. For scholars, educators, policymakers, and the public, the most important thing is that every student has access to an equitable education. Developing curricula that are more relevant for all students and promoting meaningful science…

The urban/rural dichotomy used in framing Indigenous educational issues is becoming increasingly untenable and deserving of scrutiny. Indigenous urban education follows initiatives derived from rural areas with the assumption that rural Indigenous education programs are pure or authentic. Without a critical examination of power relations, the flow…