Indigenous education : new directions in theory and practice

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Indigenous education : new directions in theory and practice / Huia Tomlins-Jahnke, Sandra Styres, Spencer Lilley & Dawn Zinga, editors.

Tomlins-Jahnke, Huia, (editor.). Styres, Sandra D., 1961- (editor.). Lilley, Spencer, 1963- (editor.). Zinga, Dawn, (editor.).

Summary:

"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 and the Pacific Islands disentangle aspects of education from colonial relations to advance a new, Indigenously-informed philosophy of instruction. Broadly multidisciplinary, this volume explores Indigenous education from theoretical and applied perspectives and invites readers to embrace new ways of thinking about and doing schooling. Part of a growing body of research, this is an exciting, powerful volume for both Indigenous and non-Indigenous scholars, researchers, policy makers, and teachers, 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, Trish Johnston, Spencer Lilley, Daniel Lipe, Margie Maaka, Angela Nardozi, Kapa Oliviera, Wally Penetito, Michelle Pidgeon, Leonie Pihama, Jean-Paul Restoule, Mari Ropata Te Hei, Sandra Styres, Huia Tomlins-Jahnke, Linda Tuhiwai Smith, Sam L. No'eau Warner, Laiana Wong, Dawn Zinga."-- Provided by publisher.

Record details

ISBN: 1772124141
ISBN: 9781772124149
Physical Description: xxix, 528 pages : illustrations ; 23 cm
Edition: First edition.
Publisher: Edmonton, Alberta, Canada : University of Alberta Press, [2019]
Copyright: ©2019

Content descriptions

Bibliography, etc. Note:: Includes bibliographical references.
Formatted Contents Note:: Expanding the Indigenous education agenda: A Foreword / Linda Tuhiwai Smith -- Opening: Contested spaces and expanding the Indigenous education agenda / Sandra Styres, Dawn Zinga, Spencer Lilly, Huia Tomlins-Jahnke -- I: Vision: Theoretical approaches to Indigenous education. Education through Paideia: The contested space of the Indigenous psyche / Margaret J. Maaka -- Pathways for remembering and (re)cognizing Indigenous thought in education: Indigenizing teacher education and the academy / Sandra Styres -- Kaupapa Maori within the Academy: Negotiating sites of struggle / Leonie Pihama -- Contested spaces: Indigeneity and epistemologies of ignorance / Huia Tomlins-jahnke -- Homo economicus and forgetful curriculum: Remembering other ways to be a human being / Dwayne Donald -- II: Relationships: Negotiating contested spaces. Contested places in education: The radical potential for "Being Maori" / Wally Penetito -- He Pelapela anei ka 'Olelo a ka Hawai'i?: Contested values in language revitalization / K. Laiana Wong, Sam L. No'eau Warner -- Wisdom maps: Metaphors as maps / Katrina-Ann R. Kapa'anaokalaokeola Nakoa Oliveira -- What's in a name?: Contested eponyms / Spencer Lilley -- Contested spaces of indigenization in Canadian higher education: Reciprocal relationships and institutional responsibilities / Michelle Pidgeon -- III: Knowledge: Practice and pedagogy. Confronting Indigenous identities in transcultural contexts / Frank Deer -- Preparing teachers for Indigenous language immersion classrooms / Margie Hohepa, Ngarewa Hawera -- Teaching as the creation of ethical space: Indigenous student learning in the academy/ university / Dawn Zinga -- Exploring teacher candidate resistance to Indigenous content in a teacher education program / Jean-Paul Restoule, Angela Nardozi -- Kia Mahi Hei Waewae Mo Te Atawhai / Mari Ropata-te Hei -- IV: Action: New directions in Indigenous education. Improving special needs education for Maori children: Concepts, principles, and a promising program / Jill Bevan-Brown -- Maintaining Indigeneity within education and broader contexts / Wiremu Doherty -- Essentially Maori: A Maori art paradigm / Robert Jahnke -- Indigenous knowledge systems as the missing link in scientific worldviews: A discussion on western science as a contested space / Daniel Lipe -- Is "space" the final frontier?: Talking forward Indigenous frameworks in education / Patricia Maringi G. Johnston -- Closing: Drawing the threads of contested spaces / Spencer Lilley, Huia Tomlins-Jahnke, Sandra Styres, Dawn Zinga -- Contributors.
Additional Physical Form available Note:: Issued also in electronic formats.

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Location	Call Number / Copy Notes	Barcode	Shelving Location	Status	Due Date
Lummi Library	LC 1099.515 .C85 I53 2019	680330	Stacks	Available	-

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082	0	4.	‡a370.117 ‡223
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245	0	0.	‡aIndigenous education : ‡bnew directions in theory and practice / ‡cHuia Tomlins-Jahnke, Sandra Styres, Spencer Lilley & Dawn Zinga, editors.
250		.	‡aFirst edition.
264		1.	‡aEdmonton, Alberta, Canada : ‡bUniversity of Alberta Press, ‡c[2019]
264		4.	‡c©2019
300		.	‡axxix, 528 pages : ‡billustrations ; ‡c23 cm
336		.	‡atext ‡btxt ‡2rdacontent
337		.	‡aunmediated ‡bn ‡2rdamedia
338		.	‡avolume ‡bnc ‡2rdacarrier
504		.	‡aIncludes bibliographical references.
505	0	0.	‡gExpanding the Indigenous education agenda: A Foreword / ‡rLinda Tuhiwai Smith -- ‡gOpening: ‡tContested spaces and expanding the Indigenous education agenda / ‡rSandra Styres, ‡rDawn Zinga, ‡rSpencer Lilly, ‡rHuia Tomlins-Jahnke -- ‡gI: Vision: Theoretical approaches to Indigenous education. ‡tEducation through Paideia: The contested space of the Indigenous psyche / ‡rMargaret J. Maaka -- ‡tPathways for remembering and (re)cognizing Indigenous thought in education: Indigenizing teacher education and the academy / ‡rSandra Styres -- ‡tKaupapa Maori within the Academy: Negotiating sites of struggle / ‡rLeonie Pihama -- ‡tContested spaces: Indigeneity and epistemologies of ignorance / ‡rHuia Tomlins-jahnke -- ‡tHomo economicus and forgetful curriculum: Remembering other ways to be a human being / ‡rDwayne Donald -- ‡gII: Relationships: Negotiating contested spaces. ‡tContested places in education: The radical potential for "Being Maori" / ‡rWally Penetito -- ‡tHe Pelapela anei ka 'Olelo a ka Hawai'i?: Contested values in language revitalization / ‡rK. Laiana Wong, ‡rSam L. No'eau Warner -- ‡tWisdom maps: Metaphors as maps / ‡rKatrina-Ann R. Kapa'anaokalaokeola Nakoa Oliveira -- ‡tWhat's in a name?: Contested eponyms / ‡rSpencer Lilley -- ‡tContested spaces of indigenization in Canadian higher education: Reciprocal relationships and institutional responsibilities / ‡rMichelle Pidgeon -- ‡gIII: Knowledge: Practice and pedagogy. ‡tConfronting Indigenous identities in transcultural contexts / ‡rFrank Deer -- ‡tPreparing teachers for Indigenous language immersion classrooms / ‡rMargie Hohepa, ‡rNgarewa Hawera -- ‡tTeaching as the creation of ethical space: Indigenous student learning in the academy/ university / ‡rDawn Zinga -- ‡tExploring teacher candidate resistance to Indigenous content in a teacher education program / ‡rJean-Paul Restoule, ‡rAngela Nardozi -- ‡tKia Mahi Hei Waewae Mo Te Atawhai / ‡rMari Ropata-te Hei -- ‡gIV: Action: New directions in Indigenous education. ‡tImproving special needs education for Maori children: Concepts, principles, and a promising program / ‡rJill Bevan-Brown -- ‡tMaintaining Indigeneity within education and broader contexts / ‡rWiremu Doherty -- ‡tEssentially Maori: A Maori art paradigm / ‡rRobert Jahnke -- ‡tIndigenous knowledge systems as the missing link in scientific worldviews: A discussion on western science as a contested space / ‡rDaniel Lipe -- ‡tIs "space" the final frontier?: Talking forward Indigenous frameworks in education / ‡rPatricia Maringi G. Johnston -- ‡gClosing: ‡tDrawing the threads of contested spaces / ‡rSpencer Lilley, ‡rHuia Tomlins-Jahnke, ‡rSandra Styres, ‡rDawn Zinga -- ‡gContributors.
520		.	‡a"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 and the Pacific Islands disentangle aspects of education from colonial relations to advance a new, Indigenously-informed philosophy of instruction. Broadly multidisciplinary, this volume explores Indigenous education from theoretical and applied perspectives and invites readers to embrace new ways of thinking about and doing schooling. Part of a growing body of research, this is an exciting, powerful volume for both Indigenous and non-Indigenous scholars, researchers, policy makers, and teachers, 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, Trish Johnston, Spencer Lilley, Daniel Lipe, Margie Maaka, Angela Nardozi, Kapa Oliviera, Wally Penetito, Michelle Pidgeon, Leonie Pihama, Jean-Paul Restoule, Mari Ropata Te Hei, Sandra Styres, Huia Tomlins-Jahnke, Linda Tuhiwai Smith, Sam L. No'eau Warner, Laiana Wong, Dawn Zinga."-- ‡cProvided by publisher.
530		.	‡aIssued also in electronic formats.
650		0.	‡aIndigenous peoples ‡xEducation ‡zNorth America.
650		0.	‡aIndigenous peoples ‡xEducation ‡zIslands of the Pacific.
650		0.	‡aCulturally relevant pedagogy.
650		6.	‡aAutochtones ‡xÉducation ‡zAmérique du Nord.
650		6.	‡aAutochtones ‡xÉducation ‡zPacifique, Îles du.
650		6.	‡aPédagogie culturellement adaptée.
650		7.	‡aCulturally relevant pedagogy ‡2fast
650		7.	‡aIndigenous peoples ‡xEducation ‡2fast
651		7.	‡aNorth America ‡2fast
651		7.	‡aPacific Ocean ‡zIslands of the Pacific ‡2fast
655		7.	‡aInformational works ‡2fast
655		7.	‡aInformational works. ‡2lcgft
655		7.	‡aDocuments d'information. ‡2rvmgf
700	1	.	‡aTomlins-Jahnke, Huia, ‡eeditor.
700	1	.	‡aStyres, Sandra D., ‡d1961- ‡eeditor.
700	1	.	‡aLilley, Spencer, ‡d1963- ‡eeditor.
700	1	.	‡aZinga, Dawn, ‡eeditor.
758		.	‡ihas work: ‡aIndigenous education (Text) ‡1https://id.oclc.org/worldcat/entity/E39PCFxCDWDTk3b483gdd9JGXm ‡4https://id.oclc.org/worldcat/ontology/hasWork
776	0	8.	‡iEbook version : ‡z9781772124453
776	0	8.	‡iOnline version: ‡tIndigenous education. ‡dEdmonton, Alberta : University of Alberta Press, 2019 ‡z1772124451 ‡z9781772124453 ‡w(OCoLC)1091624937
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