ABSTRACT
This volume explores conceptualizations of indigeneity and the ways that indigenous philosophies can and should inform educational policy and practice. Beginning with questions and philosophies of indigeneity itself, the volume then covers the indigenous philosophies and practices of a range of communities—including Sami, Maori, Walpiri, Navajo and Kokama peoples. Chapter authors examine how these different ideals can inform and create meaningful educational experiences for communities that reflect indigenous ways of life. By applying them in informing a philosophy of education that is particular and relevant to a given indigenous community, this study aims to help policy makers and educational practitioners create meaningful educational experiences.
TABLE OF CONTENTS
part 1|112 pages
Philosophical Approaches toward Indigeneity
chapter 2|23 pages
Re-imagining “Indigeneity”
chapter 4|21 pages
Indigeneity and African Education
chapter 6|22 pages
Transformational Leadership in Chinese Schools
part 2|119 pages
Understanding Indigenous Cultures and Education
chapter 9|27 pages
Home Within
part 3|18 pages
Coda