A philosophy of indigenous education is more than the deployment of the philosophical method to address the educational needs of indigenous students; it is also the defense of that indigeneity which becomes the driving ethos behind normative claims about indigenous education. Understanding indigeneity in these tentative ways, it is also incumbent upon us to similarly operationalize "indigenous education" if we are to consider a philosophy thereof. Notice that the normative claim that such should be the case is prerequisitely a normative claim deriving from a philosophy of indigenous education. The work of philosophers occurs, broadly speaking, within three traditions: the metaphysical, the analytic, and the normative. The chapter also presents an overview of the key concepts discussed in this book.