Critical Studies and the International Field of Indigenous Education Research
- 146 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
Critical Studies and the International Field of Indigenous Education Research
About this book
This book focuses on three broad and intertwined concerns in Indigenous education across several settler-colonial settings such as Australia, New Zealand and Canada.
Within these settler-colonial contexts, many Indigenous learners continue to be failed by education policies and practices, while teaching and learning – all too often concomitantly – reproduce and maintain deficit perspectives and expectations from those in the wider community towards Indigenous Peoples. The contributions presented in this book seek to interrupt this cycle in some way and share three broad and intertwined areas of focus:
- Holistic and more-than-human view of the world and knowledge making practices
- Critical engagement with the ongoing legacies of colonial institutions, practices and histories
- And efforts that seek to reveal and address social injustices, inequities and discrimination.
The book highlights the work of scholars who are actively working to privilege Indigenous ways of working and/or recognising the resilience of Indigenous peoples in all aspects of education.
Critical Studies and the International Field of Indigenous Education Research offers inspiration, hope and practices to learn from and with. In doing so, a wider community of researchers and professionals can draw on the ideas and strategies to help inform their efforts within the settings they work and live. This book was originally published as a special issue of Critical Studies in Education.
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Information
Table of contents
- Cover
- Half Title
- Title Page
- Copyright Page
- Contents
- Citation Information
- Notes on Contributors
- Introduction: can we keep up with the aspirations of Indigenous education?
- 1 Identifying and working through settler ignorance
- 2 Uncanny pedagogies: teaching difficult histories at sites of colonial violence
- 3 Community according to whom? An analysis of how Indigenous ‘community’ is defined in Australia’s Through Growth to Achievement 2018 report on equity in education
- 4 Deficit discourses and teachers’ work: the case of an early career teacher in a remote Indigenous school
- 5 The untold story of middle-class Indigenous Australian school students who aspire to university
- 6 Shaming the silences: Indigenous Graduate Attributes and the privileging of Aboriginal and Torres Strait Islander voices
- 7 On the land gathering: education for reconciliation
- 8 Indigenous education sovereignty: another way of ‘doing’ education
- Index