TY  - BOOK
AU  - Jacob,W.James
AU  - Cheng,Sheng Yao
AU  - Porter,Maureen K.
TI  - Indigenous Education: Language, Culture and Identity
SN  - 9789401793551
AV  - LB43 
U1  - 370.117 
PY  - 2015///
CY  - Dordrecht
PB  - Springer Netherlands
KW  - Indigenous peoples -- Education
KW  - Electronic books
N1  - Intro -- Contents -- Brief Author Bios -- List of Acronyms and Abbreviations -- List of Figures -- List of Tables -- 1 Global Review of Indigenous Education: Issues of Identity, Culture, and Language -- Introduction -- Global Roots of Education for All -- Global Review of Literature on Indigenous Education -- Regional Perspective from Africa -- Regional Perspective from Asia -- Regional Perspective from Europe -- Regional Perspective from Latin America -- Regional Perspective from Canada and the United States -- Regional Perspective from Oceania -- Chapter Summaries of the Book -- Section I: Thematic Issues on Indigenous Education -- Section II: Language -- Section III: Culture -- Section IV: Identity -- Conclusion -- References -- Part I Thematic Issues on Indigenous Education -- 2 Policy Debates and Indigenous Education: The Trialectic of Language, Culture, and Identity -- Introduction -- Indigenous Education in Five Countries -- China -- Mexico -- Taiwan -- Uganda -- United States -- Conclusion -- References -- 3 ICT and Indigenous Education: Emerging Challenges and Potential Solutions -- Information and Communication Technology (ICT) and Educational Resources: New Opportunities But Old Challenges -- ICT, Language and Cultural Barriers -- Cultural Preservation -- Use of ICT to Target Underserved and Indigenous Populations -- Conclusion -- References -- 4 Formal and Informal Indigenous Education -- Introduction -- Informal Learning, the Learning Continuum and Indigenous Communities -- Relations of Power and Educational Distinctions -- Knowledge Boundaries and Their Implications for Indigenous Communities -- Dynamics of Knowledge Systems and Knowledge Relations -- Formal and Informal Learning-Seeking a Balance -- References -- 5 Indigenous Higher Education -- The Assimilationist Anti-indigenous Education Model -- Indigenous Higher Education; An Indigenous Paradigm -- References -- 6 East or West? Tradition and the Development of Hybrid Higher Education in Asia: Focus on China -- The Traditional Context and Western Contact -- The Intellectual Tradition in China -- Some Observations on Indigenous Chinese Higher Education -- Structure -- Curriculum -- Teachers, Students, Learning, and Assessment -- Discussion -- References -- Part II Language -- 7 Strategies for Overcoming Linguistic Genocide: How to Avoid Macroaggressions and Microaggressions that Lead Toward Indigenous Language Annihilation -- Four Strategies to Avoid Linguistic Genocide -- Parents Are Central to Indigenous Language Preservation -- Indigenous Peoples Must Be Involved -- Governments Should Play a Leading Role -- Leverage Advances in Technology -- Conclusion -- References -- 8 Sustaining Indigenous Identity Through Language Development: Comparing Indigenous Language Instruction in Two Contexts -- Introduction -- Indigenous Language Revitalization and Decentralization of Schooling -- Northern Cheyenne: A Case Study of Language Revitalization -- Impact on Education -- Language Endangerment and Schooling -- Northern Cheyenne Schooling and Language Revitalization -- Northern Cheyenne Language Revitalization -- Cheyenne Language Instruction and Identity Formation -- Timor-Leste: A Case Study of Language Preservation -- Timor-Leste: A Brief History of Language -- Language Policy and Schooling -- Indigenous Language Use in Schooling -- Indigenous Language and Identity Formation -- Conclusion: Indigenous Language Instruction in Two Developing Contexts -- The Relationship of Indigenous Language to Identity Formation -- References -- 9 Language-in-Education Policies in Africa: Perspectives, Practices, and Implications -- Introduction -- Institutionalization of Foreign Languages -- Foreign Languages-Based Policies; Indigenous Languages-Based Policies -- Perspectives and Practices -- Tanzania -- Uganda -- Kenya -- South Africa -- Best Practices in Bilingual/Multilingual Contexts -- Majority First Language Speakers -- Minority First Language Speakers -- Language Planning -- Implications, Conclusions, and the Way Forward -- References -- 10 The Sámi People in Scandinavia: Government Policies for Indigenous Language Recognition and Support in the Formal Education System -- Introduction and Background -- Sámi Languages -- Language and Culture -- The Establishment of Sámi Parliaments -- Education -- The Sámi People and the EU -- Support for the Sámi People's Efforts for Pan-Sámi Collaboration -- Support for the Sámi People's Claims -- Sweden -- Finland -- Norway -- Discussion -- Progress Made Thus Far -- Remaining Challenges -- References -- 11 Learning from the Moa: The Challenge of Māori Language Revitalization in Aotearoa/New Zealand -- Language and Identity -- Back from the Brink -- Informal Settings -- Nonformal Settings -- Māori Broadcasting -- Marae -- Māori Women's Welfare League -- Te Ataarangi -- Formal Settings -- Kōhanga Reo -- Kura Kaupapa -- University -- Wānanga -- Road Ahead -- Māori Poverty -- Over-Reliance on Schools -- Weakness of Techno-Utopia -- Parenting Under Pressure -- Tub-Thumping as a Substitute for Theory -- Pākehā on the Road Ahead -- New Zealand Is a Better Place -- References -- 12 Heteroglossia: Reframing the Conversation Around Literacy Achievement for English Language Learners and American Indian/Alaska Native Students -- Policy Imperatives -- Implicit Issues -- History in the United States -- "From Paternalism to Partnership": Pertinent Practices Abroad -- Implications of Literature Review -- Conclusion -- References -- Part III Culture -- 13 Somos Incas: Enduring Cultural Sensibilities and Indigenous Education -- Introduction; Contributions of the Concept of Culture -- Processing Culture -- Codifying Cultural Claims -- Rights -- Resource -- Beyond Culture to Cultural Wisdom -- Making Meaning -- Visualizing Reform -- Extending Research -- Closing -- References -- 14 History, Culture, and Indigenous Education in the PacificIslands -- Background -- Traditional Education -- Mission and Colonial Education -- Education in Papua New Guinea -- Native Hawaiian Education -- Conclusions -- References -- 15 Reclaiming Indigenous Cultures in Sub-Saharan AfricanEducation -- Introduction -- Indigenous Cultures in Africa -- Traditional and Colonial Education -- Indigenous Knowledges, Democratic Knowledge, and Emancipation -- Traditional African Education and Participatory Learning -- Rationale for Reclaiming Indigenous Cultures in African Education -- Reclaiming and Emphasizing Indigenous Knowledges in SSA Education -- Medium of Instruction as an Educational Cultural Tool -- Conclusion -- References -- 16 Indigenous Knowledges in Education: Anticolonial Struggles in a Monocultural Arena with Reference to Cases from the Global South -- Introduction -- Outlining an Anticolonial Approach -- Defining "Indigenous" in Terms of Colonialism and Indigenous Consciousness -- Culture, Education, and Indigenous People -- Indigenous Knowledges and South Africa -- Indigenous Knowledges and Chile -- Indigenous Consciousness -- Conclusion -- References -- 17 The Role of Schools in Native American Language and Culture Revitalization: A Vision of Linguistic and Educational Sovereignty -- Demographic and Sociolinguistic Background -- The Sociohistorical and Contemporary Context for Native American Schooling -- Navajo-Medium Schooling, 1970-2014 -- Hawaiian-Medium Schooling, 1970-2014 -- Advancing Indigenous Education by and for Indigenous People -- The Native American Community Academy Case Study; The Puente de Hózhǫ́ Case Study -- Toward a Vision of Indigenous Educational and Linguistic Sovereignty -- References -- 18 Between the Community and the Individual: Identity in Intercultural Education in Mexico -- Background and Objectives -- Intercultural Education -- Methodology -- Analysis -- Conclusion -- References -- Part IV Identity -- 19 Beyond the Cultural Turn: Indigenous Identity and Mainstream Identity -- Introduction -- Identity -- Indigenous Identity -- Individual Identity -- Community Identity -- External Identity -- Indigenous Identity Crisis: Indigenous Identity vs. Mainstream Identity -- Life Stage of Identification -- Conclusion -- References -- 20 Indigeneity and Global Citizenship -- Introduction -- Globality and Indigeneity: Dialectic Dimensions of Identity -- A Globalizing Indigenous People: The Hadza of Tanzania -- An Indigenizing Global People: The Jews of Israel -- Discourses of Global Citizenship -- What Is Global Citizenship? -- The Indigenous Movement as Global Citizenship: Political Activism -- The Indigenous Movement as Global Citizenship: Collective Identity and Sentiment -- The Indigenous Movement as Global Citizenship: Legal Status -- The Indigenous Movement as Global Citizenship: Rights -- Concluding Remarks -- References -- 21 Identity and Indigenous Education in Peruvian Amazonia -- Mobility, and Education: Technologies of Social Disruptions in Amazonia? -- Indigenous Identity and Education in Peruvian Amazonia -- Amazonian Educational Praxis and Postmodernity? -- Intersubjective Spaces: Towards a Radical "Decolonized" Pedagogy -- Future Prospects: Social Inclusion as a Perquisite for Indigenous Education? -- References -- 22 Intersections of Identity and Education: The Native American Experience -- Examining the Facets of Indigenous Identity -- The Confluence of Education and Identity; Primary and Secondary Education
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