Titlebook: Handbook of Indigenous Education; Elizabeth Ann McKinley,Linda Tuhiwai Smith Reference work 2019 Springer Nature Singapore Pte Ltd. 2019 I

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Colonization, Education, and Indigenous Peoplesut in Aotearoa New Zealand, Australia, Canada, Hawaii, Chile and Africa. Subsequently, the diversity and the similarities in the colonial experiences of Indigenous communities is evident, as imported systems of schooling were deliberately and purposefully imposed upon Indigenous lands and Peoples.

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Mapuchezugun Ka Mapuche Kimün: Confronting Colonization in Chile (Nineteenth and Twentieth Centuriesion and genocide against indigenous peoples. Far from being passive subjects, the Mapuche people have displayed diverse forms of resistance, negotiation and response, and a struggle for life facing a project of death represented by colonization.

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Beyond the Guest Paradigm: Eurocentric Education and Aboriginal Peoples in NSWmation to challenge the assimilation and culturally contaminating influences of Eurocentric education on Aboriginal cultural values and traditions and knowledge systems. The chapter concludes with a call to move beyond the guest paradigm by citing examples of scholarly enrichment for Aboriginal peop

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Indigenous Governance: Restoring Control and Responsibility over the Education of Our Peopleenous presentation of governance is holistic, open, community based, and liberating. It is an anti-oversimplification of Indigenous peoples’ political culture often masked in racist explanations of inherent moral and cultural shortcomings of Indigenous communities. At the global level, particularly

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Building Capacity for Indigenous Peoples: Engaging Indigenous Philosophies in School Governanceund the assumption that there are very few indigenous peoples who take up positions in school councils or school boards, not because they are not willing to, but because of structural and systemic disadvantages and cultural “impediments.” The chapter argues for the establishment of the school-commun

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Indigenous Governance and Education in Belize: Lessons from the Maya Land Rights Struggle and Indigeistory, the principles and practices it embodies and the role it has played in the Maya land-rights struggle and the Tumul K’in education initiative, this chapter considers the limits and possibilities of what Maya governance might contribute to rethinking education.

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