Rethinking indigenous education culturalism, colonialism and the politics of knowing by Cathryn McConaghy

Cover of: Rethinking indigenous education | Cathryn McConaghy

Published by Post Pressed in Flaxton, Qld .

Written in English

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Subjects:

  • Educational equalization -- Australia.,
  • Aboriginal Australians -- Education.,
  • Torres Strait Islanders -- Education.

Edition Notes

Book details

StatementCathryn McConaghy ; foreword by Martin Nakata.
Classifications
LC ClassificationsLC213.3.A8 M39 2000
The Physical Object
Paginationxvi, 312 p. ;
Number of Pages312
ID Numbers
Open LibraryOL19177567M
ISBN 101876682027

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Over the last twenty years or so Indigenous education has been a highly contested terrain. In a context of claims and counter-claims about its forms and its capacity to transform the lives of Indigenous people, a range of views has been put forward.

These views have informed a number of traditions: a paternalistic form of welfarism; assimilation, which seeks to institutionalise colonial. Rethinking Indigenous Education: Culturalism, Colonialism and the Politics of Knowing Rethinking indigenous education book.

McConaghy Post Pressed, Flaxton, Queensland,xvi + pp, ISBN 1 7 This is a difficult but important book. Readers will find themselves variously challenged, provoked, enlightened, frustrated and stung. Through dynamic new empirical and conceptual studies, international contributors examine settler colonialism, Indigenous cosmologies, Indigenous land rights, and language as key aspects of Land Education.

The book invites readers to rethink 'pedagogies of place' from various Indigenous, postcolonial, and decolonizing perspectives. “ Rethinking Ethnic Studies is one of the most comprehensive, insightful, critical, and important books on Ethnic Studies in education.

It charts a bold new path forward for the current Ethnic Studies resurgence that both builds off of and develops the scholar/activist history of the discipline.” Nolan L. Cabrera, PhD. Rethinking indigenous education: culturalism, colonialism and the politics of knowing.

Flaxton, Qld: Post Pressed. MLA Citation. McConaghy, Cathryn. and Nakata, Martin N. Rethinking indigenous education: culturalism, colonialism and the politics of knowing / Cathryn McConaghy ; foreword by Martin Nakata Post Pressed Flaxton, Qld Rethinking Indigenous EducationOSISA, Education The statistics relating to San children in Namibia and education are shocking.

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Journal of Philosophy of Education, Vol. 54, No. 4, Rethinking Environmental Education with the Help of Indigenous Ways of Knowing and Traditional Ecological Knowledge YULIA NESTEROVA In recent years, Indigenous ecological knowledge has been receiving increased attention due to.

Rudolph, S. Rethinking indigenous educational disadvantage: a critical analysis of race and whiteness in Australian education policy. Masters Research thesis, Melbourne Graduate School of Education, The University of Melbourne.

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Rethinking indigenous education: culturalism, colonialism and the politics of knowing. [Cathryn McConaghy] -- Rethinking indigenous education: culturalism, colonialism and the politics of knowing. Contribution to Book Rethinking and reconstituting indigenous knowledge and voices in the academy in Zimbabwe: A decolonization process.

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About Rethinking Schools. Rethinking Schools began inwhen a group of Milwaukee education activists — teachers, teacher educators, and community members — met to talk about how they could bring more critical voices into the conversation about public schools and libraries. The results reveal that the Indigenous community of Ischool were more committed to promoting and sustaining education initiatives that improve student learning when: (a) school leadership structures were inclusive of Indigenous voices and Indigenous ways of relating; (b) power and authority within the school context was shared, and (c.

Indigenous knowledges are experientially-based and depend on subjective experiences and the inner workings of the self to generate social interpretations, meanings and explanations.

Indigenous knowledges are also holistic and relational. Such knowledge forms relate the. Walking in both worlds: rethinking Indigenous knowledge in the academy.

International Journal of Inclusive Education: Vol. 21, No. 5, pp. Rethinking Oral History and Tradition An Indigenous Perspective Nepia Mahuika Oxford Oral History Series. Compares and contrasts in depth the form, methods, theories and politics that are popular within the fields of oral tradition and oral history scholarship today.

Drawing on a Maori indigenous case study set in Aotearoa New Zealand, this book advocates a rethinking of the discipline, encouraging a broader conception of the way we do oral history. The book explores how the framework of consumption can shed new light on trade, exchange, materiality, and cultural production.

Contributors place foreign objects in the spotlight and offer a comparison of how this general class of material played a part in indigenous and colonial worlds.

An Indigenous Peoples’ History of the United States Four hundred years of Native American history from a bottom-up perspective. A People’s History of the United States A groundbreaking work on U.S. history. This book details lives and facts rarely included in textbooks—an indispensable teacher.

The infantilising of Indigenous communities and Indigenous people can take priority over the education of their children in the modern state; this book offers an argument for a profound rethinking of the leadership and management of Indigenous education.

Leading and Managing Indigenous Education in the Postcolonial World will be of value to Author: Zane Ma Rhea. Conversations about decolonizing higher education must emphasize the insights and interventions of Indigenous scholars and students, and Tuck.

Pamela D. Palmater, Beyond Blood: Rethinking Indigenous Identity (Saskatoon: Purich Publishing, ), pp. Paper. $ ISBN I While it is a truism that legislation affects people's lives in an intimate way, it is rare to find such a thorough and insightful analysis of these affects.

Get this from a library. Land education: rethinking pedagogies of place from indigenous, postcolonial, and decolonizing perspectives. [Kate McCoy; Eve Tuck; Marcia McKenzie;] -- "This book on Land Education offers critical analysis of the paths forward for education on Indigenous land.

This analysis discusses the necessity of centring historical and current contexts of. The programme is called ‘Facing the Mountain Education’ and was developed by an Indigenous group for Indigenous and non‐Indigenous peoples (see Nesterova and Jackson, ).

It is part of a community‐based education project intended to support the revitalisation of Indigenous cultures, lifestyles and the natural environment. More U.S.

schools are rethinking traditional Thanksgiving lessons that focus on the English settlers but teach little about Native Americans. Students are. Following an introduction, Educating for Humanity: Rethinking the Purposes of Education, this book is divided into 5 parts.

Teaching Tolerance provides free resources to educators—teachers, administrators, counselors and other practitioners—who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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Leilani Sabzalian (Alutiiq) is an Assistant Professor of Indigenous Studies in Education and the Co-Director of the Sapsik' w ałá (Teacher) Education Program at the University of Oregon. Her research focuses on creating spaces to support Indigenous students and Indigenous self-determination in public schools, and preparing teachers to challenge colonialism in curriculum, policy, and.

Beyond ‘Othering’: rethinking approaches to teaching young Anglo-Australian children about indigenous Australians GLENDA MACNAUGHTON & KARINA DAVIS University of Melbourne, Australia ABSTRACT Current early childhood literature concerning anti-racist and multicultural education discusses the importance of adopting a curriculum.

Chapter Rethinking Collaboration: Working the Indigene-Colonizer Hyphen - Alison Jones, with Kuni Jenkins; Chapter Seven Orientations for the Development of Indigenous Science Education - Gregory Cajete; Chapter Research Ethics for Protecting Indigenous Knowledge and Heritage: Institutional and Researcher Responsibilities - Marie.

The book critiques the artificial divide between prehistory and history, studying instead the long-term indigenous histories of consumption, a term typically associated with. This book is also for undergraduate and graduate courses on development, global education, rural development, and Africa studies.

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Growing numbers of indigenous peoples are leaving rural communities for urban areas, where education, jobs and some hope of upward mobility can be found. Many continue northward to the United States. With few exceptions, the locus of economic dynamism has shifted from agriculture to activities such as maquila production, remittance-driven.

Roxanne Dunbar-Ortiz has been active in the international Indigenous movement for more than four decades and is known for her lifelong commitment to national and international social justice lives in San Francisco. Debbie Reese is an educator and founder of American Indians in Children's Literature (AICL).

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