Titlebook: Indigenous Education; Language, Culture an W. James Jacob,Sheng Yao Cheng,Maureen K. Porter Book 2015 Springer Science+Business Media Dordr

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Global Review of Indigenous Education: Issues of Identity, Culture, and Language, our book and this chapter is to highlight the interconnectedness of indigenous peoples in families, communities, nation states, and worldwide. We begin by defining foundational key terms (., ., and .) to provide readers with the standpoint from which we ground the focus of this book. We also introd

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Indigenous Higher Education. Higher education is assimilative for Indigenous students and faculty. At best there is great pressure for Indigenous students and faculty to serve nation-state goals, an assimilation model, or serve both nation-state and Indigenous goals through acquiring and utilizing multicultural skills and kno

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East or West? Tradition and the Development of Hybrid Higher Education in Asia: Focus on Chinallennia. The Western influence on Chinese higher education institutions began in the nineteenth century, and has syncretically merged indigenous and external forms to create hybrid “types” of higher education. While focusing on China, the chapter has relevance to all Sinified nations, including Japa

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Strategies for Overcoming Linguistic Genocide: How to Avoid Macroaggressions and Microaggressions thies and education reform efforts are also helpful in indigenous language preservation efforts. Some government initiatives make every effort to preserve indigenous languages. In other contexts, there are intentional local and national efforts to annihilate indigenous languages. Regardless of the cir

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Sustaining Indigenous Identity Through Language Development: Comparing Indigenous Language Instructinous language instruction policy is always unique and its impact on the community depends on a range of internal and external factors. Using a theoretical framework of ethnic identity formation and cultural revitalization, we compare indigenous language policy and use in the Northern Cheyenne Nation

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Language-in-Education Policies in Africa: Perspectives, Practices, and Implications focus of this chapter is language-in-education policies in Africa where countries are characterized by the multiplicity of ethnic groupings and languages spoken. This chapter reviews the sundry perspectives, practices, and implications for social, economic, and national development—but specifically

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The Sámi People in Scandinavia: Government Policies for Indigenous Language Recognition and Support Sweden, Norway, and Finland, together with the Sámi in Russia have managed to improve their situation through concerted efforts, collaboration with one another, and cooperation with the international movement for the rights of indigenous peoples. More recently, the Sami have received support from b